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EDUCATIONAL

RECORDS

NATIONAL ASLCHIVlS Of INDIA

SELECTIONS

FROM

EDUCATIONAL RECORDS

OF THE

GOVERNMENT OF INDIA

Volume I

Educational Reports, 1859-71

BEING TWO NOTES ON THE STATE
OF EDUCATION IN INDIA COMPILED
BY A. M. MONTEATH IN 1862 AND
1867 AND PART TWO OF EDUCATION
IN BRITISH INDIA PRIOR TO 1854,
AND IN 1870-1871 BY A. P. HOWELL

With a Foreword

PUBLISHED FOR THE NATIONAL ARCHIVES OF INDIA
BY THE MANAGER OF PUBLICATIONS

Government of India

DELHI

i960

GOVERNMENT OF INDIA PRESS
NEW DELHI
i960

ADVISORY COMMITTEE

June 1958 — June i960

Chairman

K. G. Saiyidainv

Secretary to the Government of India*
Ministry of Education,

New Delhi.

Members

M. Mujeeb,

Vice-Chancellor,

Jamia Millia Islamia,

New Delhi.

E. A. Pires,

Principal,

Central Institute of Education*,

Delhi.

J. P. Naik,

Secretary,

Mouni Vidya Peeth,

Gargoti,

Kolhapur, Bombay.

K. D. Bhargava,

Director of Archives,

Government of India,

New Delhi. (Secretary^:

FOREWORD

As early as 1920, the Central Bureau of Education, Government
of India, published a volume of Selections from Educational Records
which covered the period from 1781 to 1839. In 1922, another
volume was published and the period from 1840 to 1859 was covered.
In the following year, however, the Central Bureau of Education
was abolished as a measure of economy and consequently, further
publication of Selections from Educational Records was discontinued.

2. For some reason or other, this important scheme remained in
cold storage for a very long time until it was taken up by the Ministry
of Education in 1958. Under the policy now adopted, the Govern-
ment of India accepts the responsibility to publish such Selections
from the Educational Records in the National Archives of India as
have some historical significance and it has been decided that such
Selections for the pre-Independence period should be published in
a phased programme spread over a number of years. An Advisory
Committee has been constituted for the purpose and the work of
making selections from Educational Records has been taken up
from where it was left in 1922. Thanks to the labour of this Com-
mittee and of the Directorate of National Archives, I have great
pleasure in presenting this first volume of Selections under the pro-
posed series to the students of educational history within the short
period of about two years from the initiation of the project.

3. This volume contains three reviews of the state and progress
of education in India compiled in 1862, 1867, and 1872 respectively.
The first of these reports was prepared by Mr. A. M. Monteath,
Under Secretary to the Government of India in the Home Depart-
ment, and refers to the period 1859-62. Its main object was to enable
the local Governments to form an idea of the information required
to be included in their reports on the working of the new educational
scheme introduced under the Educational Despatch of 1854. The
second report relates to the year 1865-66 and was also compiled by
Mr. Monteath in 1867. The third report was compiled by Mr. A. P.
Howell, Under Secretary in the Home Department. It relates to
the year 1870-71. The original report also contains a section dealing
with the development of education in India upto 1854 and several
voluminous appendices. In the interest of economy, however, these
two portions have not been reproduced here.

4. The first of these three reviews was never published; and
although the other two were published, they are now absolutely out

FOREWORD

of print and students of educational history find it very difficult to
have access to their copies. In making such selections, lengthy
reports as well as reprints of published documents are ordinarily
excluded. But certain considerations led! the Advisory Committee
to make an exception in the case of these reports. It was felt that
their publication would make accessible to scholars a continuous
series of quinquennial reports on the progress of education in India
from 1854 to 1871— a period about which so little is generally known
at present. Another consideration was that these reviews contained
within themselves the essence of the educational records of the
period. No selection, however skilfully made, can be expected to
deal with all the questions that can be referred to hi a review; and
hence it was felt that the publication of these reviews would add
substantially to the available historical literature oh the development
of education in India.

5. It will not be out of place to say a few words regarding the

significance of the three reports which have been included in this
volume. As stated earlier, they provide quinquennial reviews of
education between 1854 and 1871. The period from 1871 to 1881
is fully covered by the Report of the Indian Education Commission
and thereafter, quinquennial reviews of the progress of education
have been published for 1881-82 to 1886-87, 1887-88 to 1891-92, 1892-
93 to 1896-97, 1897-98 to 1901-02, 1902-1907, 1907-1912, 1912-1917,

1917-1922, 1922-1927, 1927-1932, and 1932-1937. The next period of
ten years has been covered by a decennial review and a quinquennial
review has been published for che period ending in 1951-52. Jt will
thus be seen that, with the publication of these reports, students of
educational history will now have the advantage of quinquennial or
decennial reviews to cover a century of educational progress from
1854.

6. The reports have been reproduced as they are and no attempt
has been made to correct the textual or other errors occurring in
them.

7. I take this opportunity to convey the thanks of the Ministry of
Education to the Members of the Advisory Committee who have
supervised J;he publication. I also express my thanks to Shri K. D.
Bhargava, Director of Archives, and to his colleagues, Shri S. C. Gupt$
and Shri S. K. £axena, under whose able guidance, a skeleton staff
has worked hard to collect material for this and subsequent volumes.

New Delhi , PREM KIRPAL,

15^ August 1960. Educational Adviser

to the Government of India.

coisfTEisrrs

FOREWORD by Shri Prem Kir pal, Educational Adviser to the
Government of India • '

NOTE ON THE STATE OF EDUCATION IN INDIA
( compiled xn 1862)

by A. M. MONTEATH

Prefatory Remarks ’ * * *

SECTION I

Controlling Agencies with General Financial Statistics

SECTION II
Universities

General Remarks

Calcutta University •••'**'

Madras University

Bombay University *

Standards of Examination in the above

SECTION III

Colleges

General Statistics and Remarks
Colleges

Bengal • • *

North-Western Provinces
Punjab .

Madras • * *

Bombay .

SECTION IV
Schools

General Statistics and Remarks

Higher Class Schools
Bengal .

North-Western Provinces
Punjab .

Madras

Bombay

Middle Class Schools

Lower Class Schools
General Remarks •
Bengal

North-W estern Provinces
Punjab .

Madras •

* • •
Bombay * „

Page

34
36

50
52

57
60

viii

COMMENTS

SECTION IV — contd
Schools — contd

Normal Schools

Bengal . . • . .

North-Western Provinces
Punjab .

Madras

Schools for Special Education

SECTION V

Private Institutions Under Government Inspection
General Statistics and Remarks .......

Indigenous Schools

Bengal ■

North-Western Provinces ...*•■*

Punjab

Madras *

Bombay -

Aided Schools
Bengal •

North-Western Provinces . .

Punjab

Madras * .

Bombay

General Remarks ..........

SECTION VI
Female Education

Female Education

Bengal •

North-Western Provinces . . . * * r '

Punjab .

Madras *

Bombay

Page

88
88
89

Summary . 89

SECTION VII

Scholarships

General Remarks • • 90

Scholarships

Bengal . 90

North-Western Provinces 9 5

Punjab 96

Madras . • • . • 96

Bombay ........ ♦ * • . 97

General Statistics • Q7

CONTENTS

Page

SECTION VIII

Employment of Students in the Public Service

General Remarks

Employment of Students

Bengal - * , . * *

North-Western Provinces •••*’**
Punjab . • • • • * ’ ‘ ’

Madras * • * * * * *

Bombay •

SECTION IX

English Language in Indian Education

General Remarks .

English Language

Bengal *

North-Western Provinces.

Punjab . . • • * *

Madras

Bombay *

SECTION X
Book Departments

Book Departments

Bengal '

North-Western Provinces .

Punjab . . . * - . ' •

Madras

Bombay

SECTION XI
Local Income

Local Income

Bengal ...

North-Western Provinces

Punjab

Madras

Bombay

Summary

NOTE ON THE STATE OF EDUCATION IN INDIA
I865-66

by A. M. MONTEATH
( numerals in parentheses indicate paragraph s)

Introductory (1) . . '

SECTION I

General Resume of Educational Operations in. the several Presidencies
and Provinces (2- 26) * ? . • « * *

100

101

102

103

104

105

106

107

108
no

III

2X2

112

*13

113

1 14

115

1 16

117

118
XI9
1 19

123

CONTENTS

SECTION II

General Financial Statistics (27-28)

SECTION III
Universities

Preliminary Remarks (29-31) .

Calcutta University (32-36)

Madras University (37-42)

Bombay University ( 43 - 47 ) •

Concluding Remarks (48)

Colleges for General Education
General Remarks and Statistics (49-55)

Colleges

Bengal (56-63)

North-Western Provinces (64-66) ....

Punjab (67-68)

Madras (69-71)

Bombay (72-77) -

SECTION V

Schools for General Education
General Remarks and Statistics (78-84) .

Higher Class Schools

Bengal (85-90) ,

North-Western Provinces (91-94) ,

Punjab (95-99)

Madras (100-105)

Bombay (106-112) • .

Oude (113-118) .......

Central Provinces (1 19-122) *

Mysore (123-125)

British Burmah and the Berars (126) . • . •

Middle Class Schools
Bengal (127)

North-Western Provinces (128-129) • • . •

Punjab (130-133)

Madras (134-135) . • . •

Bombay (136-142)

Oude (143- 144)

Central Provinces (145-147) ••••.,

Mysore (148)

British Burmaji (149) • . • • * .

Berars (150)

. 9 .

SECTION IV

Page

132

134

135
141
145
147

147

150

153

154

155

156

163

165

167

169

171

*74

176

177

178

179

181

182
184

186

187

188
188
1 88

CONTENTS

Page

SECTION V — contd

Schools for General Education— contd

Lower Class Schools

Geneial Remarks (151-152)

Bengal (153-172) • • . •

North-Western Provinces (173-180)

Punjab (181-183) ■ • . . • . . .

Madras (184-187)

• Bombay (188-189)

Oude (190-192)

Central Provinces (193- 194) .

Mysore (195) .

British Burmah (196-200) .

Berars (201)

Female Schools

Bengal (202-207) •

North-Western Provinces (208-210) ......

Punjab (21 1-217)

Madras (218)

Bombay (219-220) . . .

Oude (221) .

Central Provinces (222-223) ......

Mysore (224)* .

British Burmah (225)

Berars (226)

Conducing Remarks respecting classification of Pupils into Hindoos,
MahomedanSj etc. (227-228) . . . .

SECTION VI

Institutions for Special Education
General Statistics (229-230)

Institutions

Bengal (231-234)

North-Western Provinces (235-237) .

Punjab (238-241) . .

Madras (242-244) ....... ]

Bombay (245-246) .

Oude (247)

Central Provinces (248-249) .......

Mysore (250)

British Burmah (251-252) ....

SECTION VII

Oriental Classical Languages and Oriental Institutions
General Remarks (253-259) .

Oriental Institutions

Bengal (260-278)

North-Western Provinces (279-282) , ,

Madras (283-286)

Bombay (287-289)

Movement towards encouragement of Oriental Literature in Lahore (29c)

xii

CONTENTS

Page

SECTION VIII
Scholarships

General Remarks (291-292) .... .... 253

Scholarships y

Bengal (293-296) 254

North-Western Provinces (297-298) . 259

Punjab (299) ' 260

Madras (300-301) . . . . . - • • • 260

Bombay (302-305) .... .... 262 .

Oude (306-307) * . • • 263

Central Provinces (308) - • . . 263

Mysore (309) ..... ■ 264

SECTION IX

Employment of Students in the Public Service
General Remarks (3 10-3 14) .... .... 264

Employment of Students

Bengal(3i5) 266

North-Western Provinces (316) . . .... 267

Punjab (317) ..... .... 267

Madras (318) ..... * 268

Bombay (319) * 268

Oude (320) ...... .... 270

Central Provinces (321) .... * 270

Mysore (322) * • 270

SECTION X

English Language in Indian Education
General Remarks (323) .... .... 271

English Language, etc.,

Bengal (324-328) * 271

North-Western Provinces (329-330) . . . 272

Punjab (331-332) ’ 273

Madras (333-334) 273

Bombay (335-337) .... .... 275

Oude (3 3 8 ) ...... .... 276

Central Provinces (339) .... • 276

Mysore (34°) * 277

SECTION XI
Book Departments

Book Departments

Bengal (342-343) ....

•

277

North-Western Provinces (344-345)

•

278

Punjab (346-347) ....

•

279

Madras (348-349) ....

•

280

Bombay (35°-35 T ) * * *

281

COhrt 4 ENTS

SECTION XI —contd
Book Departments — contd

Oude (352-353)

Central Provinces (354-355)

Mysore (356-357) • .

British Burmah (358) . . , .

SECTION XII

Grant-in-aid-Rules

Page

282

283
283

General Remarks (359, 367, 368, 369 and 376)
Grant-in-aid Rules

284, 287, 288,295

Bengal (360,371)

North-Western Provinces (360)

Punjab (360) .

Madras (362, 363, 372 and 373)

Bombay (364, 365, 374 and 375)

Oude (360)

Central Provinces (361, 376)

British Burmah (360) , . . , .

Special Rules for European and Eurasian Schools (366,

284, 288
284
284

285, 286. 290, 291
287, 294
* ■ ’ 284

284, 295
284

377 and 378) 287,296,297

EDUCATION IN BRITISH INDIA

1870-71

by A. P. HOWELL

Introduction and Statistics of Area and Population
SECTION I. Ways and Means

SECTION

II. Government Agency

MENTS AND SCHOOL

or the Educational Depart-
Committees .

SECTION III. Private Agency or the Grant-in-Aid System
SECTION IV. Educational Machinery or Schools

Indigenous . .

Lower ...»

Middle

High . . . ’ ’ ;

Norma! and Special, including Schools of Art
SECTION V. Colleges .

SECTION VI. Universities ...

SECTION VII. Scholarships ....

SECTION VIII. Standards and Studies
SECTION IX. Book Departments
SECTION X. Miscellaneous Notices

index ...

301

302

3i5

327

340

358

401

412

429

453

484

515

524

539

556

575

'STATE OF

125 Dir. of Arch.— I.

NOTE

ON THE

EDUCATION IN INDIA

( compiled in 1862 )

NOTE

ON THE

STATE OF EDUCATION IN INDIA*

IN PARAGRAPH 11 of the Resolution recorded on the

ii. The Secretary of State requests that a
comprehensive Report may be furnished regarding
the operation of the orders
Paragraph 64 contained in the Despatch of the
late Court of Directors, dated
19th July 1854 ; such report to comprise, among
other things, <c full statistical information as to the
number of Schools established since 1854, whether
by Government or with the aid of Government ; the
number of pupils on the books, and the condition of
the attendance ; the cost of the several Schools ; and
the whole expense incurred by the Government under
the various heads of Controlling Establishments,
Instructive Establishments, and Grant s-in-aid ; and
also, as far as practical, the number and character of
Schools unconnected with Government aid or
control.” The Governor General in Council desires
that each Director of Public Instruction may be
called upon to furnish such a Report for his own
jurisdiction as is required by the Home Government.
These Reports, with such observations as may be
recorded upon them by the local Governments, will be
afterwards incorporated into a General Report to be
transmitted to England.

Secretary of State’s
Education Despatch
of April 1859, the
several local Govern-
ments were called
upon to submit the
information requir-
ed by the Secretary
of State relative to
the system of Educa-
tion established

under the orders of
1854, showing the
practical results at-
tained and the cost
incurred by Govern-
ment for them. The

mode in which the results and the cost should be exhibited was

also indicated.

These Reports, it was intimated, would be incorporated into a
General Report to be transmitted to England. Owing, however,
to the various lights in which the local Governments viewed 1 the
requisition, and to the very different modes in which they construct-
ed their replies to it, the formation of an amalgamated Report was
impossible.

In the Bengal Report voluminous Tabular Statements, almost
exactly similar to those prescribed for the yearly Reports, were sent
with the views of Dr. Lees in full (SO pages) on the subject of
Education generally, past and prospective.

The Report from the North-Western Provinces, on the other
hand, occupied 11 pages, in which some statistics were given and

♦Education Proceedings A 25 February 1864, No. 30 & K.W. '

2 SELECTIONS FROM EDUCATIONAL RECORDS

a reference made to the Annual Reports from 1856-57 to 1858-59
for the rest of the required information.

The Madras Report was confined to Tabular Statements, which,
however, were constructed on so different a principle from those of
other Presidencies, that their use, for the purpose of amalgamation,
was but little.

The Bombay Report was also confined to statistics and Tabular
Statements, the latter being in detail for each Inspectorship , and of
course constructed all on different principles. Indeed this was the
reason assigned for attempting no amalgamation of them before
transmission to this Office.

The above remarks will explain the impossibility of obtaining
even the statistical portion of the information required by the
Secretary of State from the Reports received in reply to the requisi-
tion.

In this Note it has been attempted to compile from the Annual
Education Reports and other sources a Report of the kind required.

The latest Education Reports received from the several Presi-
dencies and Provinces are as follows:—

Bengal 1859-60

North-Western Provinces ..... 1861-62

Punjab 1861-62

Madras 1860-61

Bombay 1859-60

The Madras Report for 1860-61 is, however, a mere extract from
the Administration Report, without one # of the valuable Statistical
Tables prescribed by the Government of India, after reference to
the various local Governments, in 1856. For the statistical portion
of the information I have, therefore, been obliged for the most part
to use the Madras Report for 1859-60. In the cases of Bengal,
Bombay andi Madras, I have supplemented the information, general
or statistical, derived from the Reports of the above years by
reference to the Administration Reports of later dates, i.e . of 1860-
61 for Bengal and Bombay, and 1861-62 for Madras. I have also
taken advantage of any other later sources of information which
have been within my reach.

Although, therefore, in some respects the information is two
years old, it is, nevertheless, the latest information available .
Frequent reference, both in respect of statistics and general in-
formation relative to the history and progress of education, has been
made to the Education Reports and other documents of previous
years.

CONTROLLING AGENCIES 3

The remarks in this Note are confined to Education under the
five Local Governments mentioned above; no general scheme of
Education such as that contemplated by the Despatch of 1854 having
as yet been organized in connection with any of the minor Adminis-
trations.

SECTION I

Controlling Agencies with General Financial Statistics

“The first step,” in the words of the Despatch of 1859, “taken
in execution of the Court's instructions was the formation of the
establishments by means of which the desired extension was to be
given to the work of education. An Officer with the title of
Director of Public Instruction was accordingly appointed to each
of the Presidencies and Lieutenant-Governorships, and to the
Punjab, to whom the superintendence of the work of education was
entrusted; and) under these Officers a staff of Inspectors and Sub-
Inspectors was organized, who were in effect to act in their several
spheres as the local representatives of the Director.” The cost of
these controlling establishments in the several Presidencies and
Provinces and of the instruction which they control andt supervise
may be best represented by the following extract from the Budget
Resolution of 12th September last:—

“58. The following Table exhibits in one view the classified
results of the proposed expenditure in 1862-63 in the three Divi-
sions of the Bengal Presidency and the Presidencies of Bombay and
Madras:—

Bengal

North-

Western

Provinces

Punjab

Madras

Bombay

Rupees

Direction and its subsi-
diary charges

44,660

41,116

34*970

49,996

41,948

Inspection and its subsi-
diary charges

! i>77>488

h37s804

44.534

1,06,296

81,804

Instruction

10,98,924

5,06,408

2,69,647

5*385863

4,02,900

Total

13,21,072

6*85,328

3*49*15*

6*95.155

5,26,652

SELECTIONS FROM EDUCATIONAL RECORDS

UNIVERSITIES

“59. From the above the following Comparative Table is
deduced:—

Bengal

North-

Western

Provinces

Punjab

Madras

Bombay

Percentage of cost of
Direction on cost of
Instruction

8*1

12*9

7.9

Percentage of cost of
Inspection on cost of
Instruction

16*1

27*2

16-5

197 |

15*5

“60. It might be expected that the percentages of cost for Direc-
tion and Inspection would vary inversely with the cost of Instruc-
tion, the percentages for the former being higher in proportion tor*
the smallness of the expenditure on Instruction, owing to the
necessity of keeping up a certain amount of controlling agency,
however limited the sphere of its operations may be. In this view
it might have been expected that the percentages for Direction
and Inspection would be found to be highest in the Punjab and
lowest in Bengal, the order of all being that given in the first
column of the following Table. In the second and third columns
the districts have been entered in the actual order of the percentages
as deduced from the figures of the Budget estimates.

Order which might have
been expected in respect
of the rates of the percen-
tages of the cost of Direc-
tion and Inspection be-
ginning with the highest.

Actual order in respect
of percentage of
Direction

Actual order in respect
of percentage of Ins-
pection

panjab

Punjab

North-Western Province*

Bombay

Madras

Horth-Westem Provinces

North-Western Provinces

Punjab

Madras

Bombay

Bengal

Bombay

“61. It will be seen that in respect of the cost of Direction,
Madras is higher in the list than it ought to be, while Bombay is
lower. In respect of the cost of Inspection again the North-
Western Provinces, Madras and Bengal are higher, while the Punjab
and Bombay are lower than might have been expected. It is

Impossible, however, to make any precise deductions of a compara-
tive nature, as there are of course local circumstances connected
with the systems of Vernacular Education pursued in the various
provinces which affect the results.”

It might, perhaps, have been more satisfactory had the actual
expenditure for one of the past years been given; but I have pre-
ferred the estimates for the current year as the basis, because the
Budgets of the current year are very much more complete and exact
than any other financial statements to which I have had access.
The Statements given in the Educational Reports are very unsatis-
factory for the purposes of amalgamation, the total charges being
.given in some while the net charges are given in others. The
Bombay Statement, moreover, does not include the charges of any
of the Political Districts. The figures given above are indeed not
entirely free from the above objections ; for the Bengal charges
appear to includ'e all charges whether defrayed from Imperial or
Local Funds, such as fees, endowments, &c., while the charges for
sthe North-Western Provinces, the Punjab and Madras do not, at all
events, include the expenditure defrayed from the local rates of
-assessment in operation in those Provinces.

SECTION II
Universities

The Despatch of 1854 conveyed the orders of the late Court of
Directors in regard to the establishment of
Universities Universities in India. An opinion was ex-

pressed that “the form of Government and functions” of the London
University might be advantageously followed in their general
features. It was stated! that the examinations for degrees should
not include any subjects connected with religious belief, and that
in regard to affiliation the same neutrality should be observed.

The standards for common degrees were to be fixed so as “to
command respect without discouraging the efforts of deserving stu-
dents,” while in the competition for honors care was to be taken to
“maintain such a standard as would afford a guarantee for high
ability and valuable attainments.” Under these instructions Uni-

Act U of t3s7— atlcitta versities have been established at

Act XXII of 1857 — Bombay Calcutta, Madras, and Bombay, incor-

Act XXVII of 1857 — Madras porated by the Acts marginally indicat-
ed. Further powers for the appointment of new degrees by Bye-
laws subject to the confirmation of the Governor General in

SELECTIONS FROIVL EDUCATIONAL RECORDS

Council in regard to Calcutta, and by the Local Governments in,
regard to Bombay and Madras, were given to the Senates by a
subsequent Act XLVII of 1860.

While it has been a declared object to preserve a general harmony
of constitution in these institutions, it has not been attempted tO‘
enforce a rigorous uniformity in matters in which local considera-
tions and the judgment of the Local Governments might beneficially
have free scope. In the three Universities, consequently, we find a
general similarity of constitution and a considerable diversity in
minor details and in a few not unimportant points.

Calcutta University

The Calcutta University scheme provides for an Entrance Exami-
nation, and for the grant of the following degrees:-

A r f S * . /Bachelor of Arts (B. A.)

\ Master of Arts (M.A.)
f Licentiate in Law (L.L.)

T aw . . 4 Bachelor of Law (B.L.)

^Doctor of Law (D.L.)

Mori, >i r,p . f Licentiate in Medicine and Surgery (L.M.S.)

Medicme . • ^ Doct0 r of Medicine (D.M.)

rivil Fne-ineerine . f Licentiate in Civil Engineering (L.C.E.)

Clvl S S \ Master of Civil Engineering (M.C.E.)

Besides the Entrance Examination and the Examinations lor the

above degrees, there are the “first examination in Arts” of a standard

somewhat lower than that of the B.A. degree examination, and the

“first examination in Medicine” of a standard below that of the

examination for the degree of L.M.S.

The Bye-laws and Regulations of the University, from which the
above particulars are taken, were the result of a revision which,
after the first few years’ working of the original constitution, was
found to be necessary. The revision was efEected after a full consi-
deration in the several Faculties, the recommendations being fur-
ther criticised and amended by the Syndicate, and again by the
Senate of the University. The revised Code of Bye-laws and Regu-
lations thus matured received the sanction of the Governor General
in Council on the 28th of March 1860.

The following account of the changes introduced in the new
Regulations is given in the Bengal Education Report for 1859-60:-

“10. Considerable changes, some of them of . an organic nature,
were introduced bv the revised Regulations. Of these the most im-
portant were the establishment of a new examination m Arts inter-
mediate between matriculation and the final examination for the

UNIVERSITIES

B.A. Degree; the creation of a new and lower Degree, styled Licenti-
ate, in each of the Faculties of Law and Civil Engineering; and the
institution of the Degree of Doctor in the Faculty of Law.

"11. In recommending the institution of the degrees of Licentiate
in .Law and Civil Engineering, the Senate were chiefly influenced by
a consideration of the great obstacle to the attainment of the higher
degrees in these special Faculties arising from the provision that
any candidate before presenting himself for examination must have
obtained the degree of Bachelor of Arts— a proviso which, by in-
volving a very considerable expenditure of time and money, had the
effect of preventing many from obtaining any University recognition
of respectable professional attainments, thereby obliging the Govern-
ment to substitute College in lieu of University tests in order ta
secure an adequate supply of men duly qualified for the public
service. In the Faculty of Civil Engineering, the only degree which
could be conferred was that of Master, and candidates for this degree
were required not only to have graduated in Arts, but also to have
been engaged for at least two years in the practice of Engineering.
It was pointed out that these requirements, in addition to the verv
high professional standard fixed for this degree, would have the
practical effect of altogether deterring candidates from presenting
themselves, the more especially as one great incentive for seeking
a University degree, viz . the aid it may supply towards obtaining
employment in a profession, would, under the action of the rules,
be altogether wanting, inasmuch as every candidate must have
actually obtained and held such employment for at least two years
before he became eligible for examination.

"12. At the same time it was not deemed advisable to alter these
provisions or to lower the standard for the degree of M.C.E. It was
the opinion of the Faculty that the degree should be retained in
its integrity as a proof of a very high order of professional attain-
ment, but that the University should provide in addition a lower
degree as a test of competent professional knowledge for men of
ordinary capacity, which might serve as a passport to professional
practice, and might therefore be expected, for that reason alone, to
become an object of general ambition, whilst it would at the same
time have a tendency to facilitate the attainment of the higher
degree.

"13. Accordingly, the Faculty, taking as their guide the example
of the Madras University, determined to recommend the institution

SELECTIONS FROM EDUCATIONAL RECORDS

Of a degree requiring a lower standard of professional attainment
than the degree of M.C.E., and exempt from the condition that candi-
dates must have previously graduated in Arts. But, considering that
to have passed the University Entrance Examination was not a
sufficient test of a liberal education to warrant them in conferring
a degree, without subjecting the candidate to some further exami-
nation in Arts, they addressed a communication to the Faculty of
Arts, suggesting the establishment of an additional examination to
be held two years after matriculation, and to embrace a lower range
of subjects than the course prescribed for the B.A. Degree. Apart
from the special object which gave rise to their proposal, the plan
was forcibly and justly advocated on more general grounds, as con-
ducive to the advancement of education by tending to promote
steady exertion and keep alive the spirit of emulation. In these
views the Faculty of Arts at once expressed their cordial concurrence,
and they proceeded to prepare a scheme for the additional examina-
tion, which was subsequently embodied in their own report to the
"Syndicate.

“14. Proceedings had thus far advanced when a proposal for the
institution of the new degree of Licentiate in Law was advanced by
‘Captain W. N. Lees, L.L.D., at that time officiating as Director of
Public Instruction, and was enforced by arguments somewhat simi-
lar to those put forward in support of the corresponding degree in
divil Engineering.

“15. Some difference of opinion arose regarding the propriety of
introducing a novel degree in law unknown in Europe, and stamp-
ing with the authority of University approbation what was alleged
to be a very humble standard of professional knowledge, ft was
thought by some that such an innovation would lower the dignity
of the University, and throw discredit on its Degrees. But it was
argued that though, as regards the Department of General Educa-
tion, it would be highly injurious, and even suicidal to lower the
standard of University Examinations to meet the level of Education
in India, yet that, in the special Departments, the object of which
is to provide tests of professional attainment conveying practical
privileges, it was both wise and right to utilize the examining powers
of the University so as best to provide for the exigencies of the State
and the public advantage.

"16, These practical arguments prevailed; the Degree was recom-
mended by a majority of the Faculty of Law, and their scheme of

UNIVERSITIES

Regulations, after undergoing some amendment, was adopted by the
^Senate.

“17. The Degree of Doctor in the Faculty of Law was established
as a distinction to be conferred on such Bachelors in Law as might
-obtain Honors in the Law Examination. It is, therefore, analogous
to the Degree of Master in the Faculty of Arts.”

The following important questions have recently been under
consideration:—

The erection of a University Building.

2nd— The establishment of University Professorships or Lecture-
ships.

3rd— The establishment of University Scholarships.

As the latest records do not show that anything has been yet
decisively settled, it would be out of place in this Note, which is
essentially a record of facts, to advert more minutely to the sub-
ject.

The following Institutions have been affiliated to the Calcutta
^University:—

Connected with Government

.22

Presidency College, General and Law Departments

Medical College

Civil Engineering College ....

Hooghly College

Dacca College .....

Kishnaghur College . . •

Berhampore College .

Sanskrit College

Agra College

Benares College

Ajmere School

Saugor School .....

Un-comtected with Government

Bishop’s College

Doveton College .

St. Paul’s School

Free Church Institution ....

La Martiniere College . .

London Missionary Society’s Institution
Seram pore College . . . . .

St. Xavier’s College

St. John’s College

Queen’s College *

Bengal

N.V7.P.

CJ?.

Bengal

N.WJP.

Colombo

SELECTIONS FROM EDUCATIONAL RECORDS

The following statements shew the results of the Entrance and 1
Degree Examinations for the several years during which the Uni-
versity has existed:—

ENTRANCE EXAMINATION

Number of
Candidates

Average

Number passed

Average

educated
at Govern-
ment

Schools

. Ist

Division

2 nd

Division

proportion
of passed
to total
Number of
Candidates

i *57

244

74-18

ii<r

66-39

1*5*

464

74-35

23-92

1859 (March)

706

78-75

107

233

48-15

1859 (December) .

705

69-50

178

34-46

1*60

808

64-72

365

5I-36

1861

1,058

56-23

404

45-08

FIRST EXAMINATION IN ARTS

I86l

l 63

| 53-43

j 82

58-28

B. A

EXAMINATION

1 * 5 *

84*61

15-38

1859

75 -oo

5C-00

i860

64*60

20-00

I86l

82*05

38-33

1862

76-47

70-58

B. I.

EXAMINATION

1858

IOO

57-88

1859

100

15-00

i860

IOO

45-45

I 86 .T

IQO

82-35

1862 . . ,

IOO

100*00

UNIVERSITIES

L* L. EXAMINATION

Average Number passed Average

proportion proportion

Number of educated at 1st 2 nd of passed

Candidates Goverment Division Division t0 t ^ tal

Schools Number of

Candidates

L. M. S. FIRST EXAMINATION

1857 ... 12 IOO 6 6 100*

J858 . 40 IOO 9 15 6o-

1859 ... 31 100 6 6 34-70

1860 ... 31 100 4 9 41-93

1861 ... 16 100 o 7 43-75

L. M. S SECOND EXAMINATION

1861 ... I 20 | IOO 3 | 11 70

L. C. E. EXAMINATION

1861 ... 10 IOO 4 j 2 60

In the Education Report of 1859-60 the following remarks are
made as to the influence of the University on Education. Advert-
ing to a considerable increase in the numbers of more advanced
students attending Colleges for General Education, the Director
of Public Instruction writes:—

“This result would appear traceable in great measure to the
growing influence of the University, and, if so, affords another satis-
factory proof of the success of an institution to which admission
-alone is found to be a highly-prized distinction, and which has a
manifest tendency to infuse new life into our Schools and Colleges
by awakening and keeping alive in them a spirit of generous and
^honorable rivalry.”

12 SELECTIONS FROM EDUCATIONAL RECORDS

Madras University

The Madras University, judging from the Calendar of 1861-62,.
differs from the Calcutta Institution chiefly in having no lower
degree (L.L.) in Law and no “First Examination in Arts.” For the'
lower degree (G.C.E.) in Civil Engineering the matriculation exami-
nation is the only test of general attainments.

Some changes, however, appear to have been made during the-
past year in the Regulations regarding the examinations in the
Faculties of Law and Civil Engineering. It is stated in the Admi-
nistration Report of 1861-62 that “the alterations made in the
scheme of examination prescribed for the Law Degrees were made
rather with the view of more clearly defining them, than of chang-
ing the course of examination previously prescribed.”

In respect of the Faculty of Civil Engineering, it is stated in the
same Report that “the new Regulations, like the old, provide for
only one degree: that of Bachelor of Civil Engineering.” The word
“like” ought surely to be read “unlike”, for in the old Regulations
(Calendar of 1861-62) two degrees, G.C.E. and M.C.E., are provided
for.

Nineteen Institutions are affiliated to the Madras University, of
which seven only are Government Institutions, the remaining twelve
being Institutions established by Missionary and other EducationaL
Societies. The Government Institutions are the Presidency and
Medical Colleges, the three Provincial Schools at Combaconum,
Bellary and Calicut, the High School at Bangalore, and the Govern-
ment Normal School at Madras.

The following Tables exhibit the results of the Entrance Exami-
nations of the Madras University since its commencement in 1857*
58, and the number who passed the Examinations for the various
degrees:—

*4 SELECTIONS FROM EDUCATIONAL RECORDS

Only one Degree Examination (Licentiate of Medicine) has been
Held at which seven passed.

The only Institutions as yet affiliated to the Bombay University
are the Elphinstone and Poona Colleges in Arts, the Government
Law School in Law, and the Grant Medical College in Medicine.

It may here be noted that the Calcutta Syndicate, writing in
February 1860, made the following remarks regarding the stand-
ards for degrees at the Indian Universities:—

"6. The Senate have not observed any material difference in the
Standards of standards for Degrees in force at the Indian Uni-

the several versities, ekcept in the Faculties of Arts and Civil

Universities Engineering. The B.A. Degree standard appears

to be considerably higher at the Calcutta University than at either
-of the Universities of Madras or Bombay. The Senate are of opinion
that the Calcutta standard is that best suited for the requirements
of education in India, and they strongly recommend that no alter-
ations be made which would lower it to the standard of the other
Universities. They invite particular attention to the fact that at
the Bombay University a degree may be granted in Arts to a person
ignorant of every branch of Natural and Physical Science, and that
at the Madras University a Graduate may know nothing of two of
the following subjects:—

Natural Science
Physical Science
Mental and Moral Science

“The reasons the Senate have assigned for this opinion, as well
as the detailed points of difference in the standards for the B.A.
Degree at all the Universities, will be found in the Report of the
Faculty of Arts at page 61 of the Blue Book."

These remarks, so far as they concern the subjects of examina-
tion for the B.A. Degree, would appear' still to hold good.

SECTION III

Colleges

The following Table contains statistics respecting the Govern-
ment Colleges in the several Presidencies and Provinces for the

COLLEGES 15

latest years for which information is available, as noted in each
case:—

Bengal

N.W.P.

Punjab

Madras

Bombay

Total

1859-60

1861-62

1859-60

(

' General

. .

Number of j

[ Education

Institutions 1

| Special
[Education

Total

Average

f General

556

908

260

100

1,824

attendance

J Education

888

at them

j Special
L Education

386

176

| 207 |

Total

942

1,084

467

152

2,712

Rupees

" General

1360,777

x 327,075

53.742

64,350

4j°5j944

Total cost J

Education

of them 1

Special

1,96,179

693663

373495

68,631

29.777

4,01,745

L Education

Total

3 > 56,956

1,96,738

373495

1,22,373

94 .X 27

8,07,689

From the above it appears that there are 23 Government Colle-
ges with an attendance of 2,712 pupils, the total cost of the educa-
tion so given being Rupees 8,07,689.

Comparing the portions of the Statement referring to atten-
dance and cost, we get the following results in respect of the cost
per annum of each pupil:—

Bengal

N.W.P.

Punjab

1 Madras

Bombay

Average

Rupees

General Edu-
cation

289

139

. .

206

643

222

Special Edu-
cation

508

395 :

559

331

572

452

From the above it appears that College education, both general
and special, is much more expensive in Bombay than in any other
place. General College education is cheapest in the North-Western
Provinces; but this is probably owing, as will be seen hereafter, to its
inferior character. Special education is cheapest in Madras, and
next cheaper in the North-Western Provinces. In respect of special
education, however, very much depends on the particular sort of
125 Dir. of Arch — 2

COLLEGES

l6 SELECTIONS FROM EpUCATlONAL RECORDS

special education for which the results are .given. I have, there-
fore, made out the following classified Statement showing the
annual cost of each pupil in the several Presidencies and Provinces
in the three classes of special education, viz. Medicine, Civil
Engineering and Law:—

Bengal

N.W.P.

! 1

Punjab

Madras

■ Bombay

Average

Rupees

Medical Coll-
eges

574

158

559

278

572

440

Civil Engin-
eering
Colleges

333

541

695

. .

Law Colleges .

575

181

474

Comparing the present statistics of general and special College
education with those for 1854, we get the following result:-

Number of

Attendance

Cost

institutions

Rs.

j 7854

2,429

5,49,002

General

\ Present . . !

1,824

4,05,944

Decrease

605

1,43,058

r 1854

523

2,56,038

Special

\ Present

888

4,01,745

Increase

365

L 45 > 7 0 7

The decrease in the statistical results in respect of Colleges for
general education is due for the most part to the abolition of the
Delhi College, which did not survive the Mutiny, and to the reduc-
tion in the attendance and cost of the Calcutta Madrissa and
Hooghly College. It will be shewn presently that during the period
under review the endeavours of Government in respect of general
education have been directed rather to consolidating existing
means and improving the quality, than to extending operations.

As regards special education, considerable advance has been
made both numerical and real. In paragraphs 79 and 80 of the
Despatch of 1864 the Home Government indicated the enlarge-
ment of the opportunities of special education as one deserving

attention, and which would have their approval. The result has
been the establishment of six new Institutions, viz:—

2 Medical ... .at Agra and Lahore
2 Civil Engineering . . .at Madras and Calcutta

2 Law • • .at Madras and Calcutta

I now proceed to notice these Institutions in detail, given a
brief account of the state and progress of each.

Bengal

In Bengal there are nine Colleges as per margin. All of these,

with the exception of the
Presidency College (Nos. 1 and
10) and the Civil Engineering
College (No. 8), were in
existence prior to the intro-
duction of the Educational
scheme of 1854.

The Presidency College was established in 1855 on the basis of
the old Hindoo College. A full account of the history of the
Hindoo College, the destruction of its exclusive character, and its
incorporation in the plan for the foundation of the Presidency
College, as well as a sketch of the scheme on which the latter was
founded, will be found in No. XIV, of the Selections from the
Records of the Bengal Government. The main features of the
re-organization consisted in the establishment of chairs for Moral
and) Mental Philosophy and Logic, for Natural Philosophy and
Astronomy, for Natural History and Geology, which did not exist
in the old Hindoo College, and also in the establishment on a
defined footing of a separate Department for the study of Law.
The success of the Institution has been great. It is stated to be
the only one which really educates up to the University standard,
and to be in a position to meet all the present requirements of the
public. The fee was raised from Rupees 5 to Rupees 10 in
1858-59, causing a temporary diminution in the number of students,
which, however, was more than made up in the following year.

General L ucation

Date when
founded

x Presidency College, General Dept. 1855

2 Dacca . . . • •

3 Berhampore • . • I ®53

4 Kishnaghur .... 1846

5 Calcutta Madrissa . . . *78i

6 Hooghly College . . . 1831

7 Sanskrit College . . 1824

Special

8 Civil Engineering College . . 1856

9 Medical College . . . 1835

College. I, aw Dent. . _ i8^S

ig SELECTIONS FROM EDUCATIONAL RECORDS

The next three Colleges on the List, viz., those at Dacca,
Berhampore and Kishnaghur, are Anglo-Vernacular Institutions,
which, it is admitted, partake more of the character of High Schools
than Colleges. No material alterations have been made in them
since 1854. Dr. Lees, Officiating Director of Public Instruction,
writing in September 1859, remarked that “the attempt to give a
College organization to these Institutions, or, in other words, to
affiliate them to the University,” had “signally failed.”

The evidence of this he stated as follows;

“The requirements of the University BA. Course necessitate
the instruction, in all Colleges affiliated to it, being distributed
over four years. The average number of Students in the Mofussil
Colleges is 34£. Of these almost the whole may be said to be-
long to the first two years’ classes; and the few that remain in the
higher classes are Scholarship holders. It is a rare exception for
a pay Student to remain longer than a year, or two at most at
College. In the Institution at Berhampore there are at present no
third or fourth year classes, and in the Dacca College, which stands
at the head of all the Anglo-Vernacular Colleges of Bengal, the
third year class contains but eight, and the fourth year class but
three Students, of whom one-half, if not two-thirds, will doubt-
less have disappeared before the end . of the Session. The two
classes have necessarily at present been formed into one. In 1857-
58 the number of Students in this College was, at the beginning of
the Session, eleven in the third year, and four in the fourth year
class; and at the end of the Session the poll stood as follows:—

3rd year • •

4th year • • none

In short, the only Students to be found in the ranks of the third
and fourth year classes of Mofussil Colleges are Scholarship holders.

In the same year Mr. Brennand, the Principal of the Dacca
College, remarked as follows:—

“In reporting on the future prospects of the College Depart-
ment in regard to the third and fourth year classes. I may premise
that these classes are maintained principally by the successful
working of the Scholarship system, that they usually consist of

COLLEGES

Scholarship holders, and of a few unsuccessful Candidates for
Scholarships.

“The effects of failure at an Examination are very perceptible
on the size of the classes, the unsuccessful Candidates generally
leave immediately afterwards and obtain employment, a few only
remain to continue their studies in the hope, on the part of junior
Candidates, of being more successful at the Examination for Senior
Scholarships, and of the Senior Candidates of obtaining higher
appointments from their having been Students of the higher

classes.”

A somewhat more hopeful account of these Institutions is given
in the Report for 1859-60 as follows:—

“It is gratifying to remark a general increase in the numbers
of our more advanced Students who attend the Colleges for general
education. The increase is not large, but it is general.”

The following statistics, taken from the Administration Report
of 1860-61, bear out the above more favourable view:—

No. of Students on
the Rolls on the 1st
January i860.

No. of Students on
the Rolls on the 30th
April 1861.

Dacca .

Berhampore

1 16 I

Kishnaghur ....

| 30

The next, three Institutions on the List, viz., the Hooghly
College, the Calcutta Madrissa, and the Sanskrit College, are desi-
gned especially for the cultivation of Oriental learning; and the
history of all of them during the last few years is of the same
character.

In the Despatch of 1854 the Home Government temarked as
follows (paragraph 8):—

“8. The systems of science and philosophy which form the
learning of the East abound with grave errors, and Eastern litera-
ture is at best very deficient as regards all modern discovery and
improvements; Asiatic learning, therefore, however widely diffused,
would but little advance our object. We do not wish to diminish
the opportunities which are now afforded, in special institutions
for the study of Sanskrit, Arabic, and Persian literature, or for the
cultivation of those languages, which may be called the classical

SELECTIONS FROM EDUCATIONAL RECORDS

languages of India. An acquaintance with the works contained in
them is valuable for historical and antiquarian purposes, and a
knowledge of the languages themselves is required in the study of
Hindoo and Mahommedan Law, and is also of great importance
for the critical cultivation and improvement of the vernacular lan»
guages of India.

Almost immediately prior to the receipt of this Despatch the
late Council of Education had re-modelled the Calcutta Madrissa.-
A sketch of the history of the Madrissa, and' of the causes which led
to its re-modelment, is given in a Minute by the Lieutenant-Gover-
nor of Bengal, dated the 15th September 1858, from which the
following is an Extract:—*

“The Madrissa, or Mahommedan College of Calcutta, was
Maharomedan Col- founded by Governor General Warren Hastings
lege of Calcutta in in or der to give to Mahommedan Studenfct

ial te iier F d” ‘a considerable degree of erudition in the Persian
nth May 1858 and Arabic languages, and in the complicated
system of Laws founded on the tenets of their religion,’ so as to
enable them ‘to discharge with credit the functions and duties of the
Criminal Courts of Judicature and many of the most important
branches of the Police which it had (in 1781) been deemed ex-
pedient to continue in the hands of Mahommedan Officers.

“2. For this end a scheme of study was laid down, which, ex-
cluding Poetry, History, Geography, and General Literature, pro-
fessed to teach Theology and Law according to the Koran, the
Commentators, and the Traditionists; and Science according to the
Grieeco-Arabic system of Baghdad and Bokhara.

“3. This College was, however, consigned to the uncontrolled
management of Mahommedan Professors, and the consequence
was that ‘the studies of the College became nominal, and its ample
resources (about 30,000 Rupees per annum), were dissipated among
the superior and subordinate drones of the Establishment. n
, ... this seems to have been, with little variation, the

port Sh o^Sii S C " condition of the Institution for nearly forty years
after its establishment. In 1820 the College was

placed under immediate English superintendence, and after that
change the abuses, though not wholly eradicated, were less gross
and flagrant than in previous years.

COLLEGES

Tlie system of tuition, however, appears to have been little alter-
ed, for the following is the description of it given in 1850 by Dr.
Sprenger, the Principal:-“The system,” Dr. Sprenger stated, “is in
fact precisely the same as the one which was in vogue in Europe
during the darkest ages, and it produces the same results. The
sophistries of dialectics learned in a sacred language puff up the
Professors with conceit, render them hostile to every thing practical
or founded on experience, and extinguish in them the sense of art
and beauty, and blunt the sentiment of equity and morality.”

In 1850 a re-modelment was effected by dividing the Institution
into two Departments, the Arabic and Anglo-Persian. The follow-
ing description of the state of the Institution, with special reference
to the above re-moddmtnt, is given in thd Government of India’s
letter of the 2nd July I860, writtert with reference to a recommen-
dation contained in the Lieutenant-Governor's Minutb already
quoted for the abolition of the Institution:^

“2. The Madrissa consists of a Senior Department and a Junior
Department. In the former only Arabic literature and Mahomme-
dan Law are taught; Mahommedans only are admitted to it, and
for entrance into it a comparatively high standard of Oriental
attainments is required. The Students of this Department are at
liberty to attend any classes they please in the Presidency College.

“3. In the Junior; or Anglo-Persian Department, the pupils are
educated, as in other Government Anglo- Vernacular Schools, up to
what is called the Junior Schoolship standard; and the Mahomme-
dan pupils of the Department, on the completion of the course,
are at liberty either to join the Presidency College or to enter the
Arabic Department of the Madrissa. This Junior or Anglo-Persian
Department has been a complete success.

“4. With regard to the Senior or Arabic Department, one main
object of the changes made in the Madrissa in 1854, the grounds
for which are fully stated in the able and comprehensive Report of
the Council of Education, dated the 4th of April 1853, was to
substitute a more modern and rational system of instruction in the
Arabic language and in the principles of Mahommedan Law for
the antiquated and faulty system of the Indian Moulovies; another

object was to discontinue altogether the teaching of false physical
science.

w 5. This latter object was of course easily attainable by simply
prohibiting the Moulovies from lecturing on physical science at
all; but the former object is stated to have entirely failed, owing.

SELECTIONS FROM EDUCATIONAL RECORDS

COLLEGES

chiefly, to the opposition of the Moulovies themselves, and in con-
sequence of this failure it is proposed, in the Minute recorded by
the late Lieutenant-Governor, to abolish the Madrissa altogether.

“6. I am desired to state that the Governor General in Council,
having carefully considered the case, does not think that the argu-
ments advanced by the late Lieutenant-Governor for the abolition
of the Calcutta Madrissa are tenable on grounds of sound policy,
neither is he at all able to concur in His Honor’s estimate of the
value of the Institution.”

The last paragraph of the same letter contains the decision of
the Government of India. It runs as follows:—

“12. Upon the whole I am directed to state that the Govern-
ment of India feels confident that the right and most advantageous
course will be to continue to act in the spirit of the reforms of
1854; to do this carefully and not hastily; and to give to the Prin-
cipal, with this view, all the authority which he ought to possess
and which he will be able to exercise with the best effect, under
the advice and control of the present Lieutenant-Governor, who
himself had a large share in settling the measures which were adop-
ted for the reformation of this Institution in 1854.”

The Secretary of State, in reviewing the above orders, remarked
as follows:—

”5. I agree with your Government that it is not necessary to
afford any artificial encouragement to the study of the Arabic lan-
guage by giving it an undue preference over English or Persian;
and I must beg that the remarks in the Despatch of the late Court
of Directors of the 20th January 1841 may be borne in mind, and
that the Scholarships in the Madrissa be only given as the reward
of merit, and that their continuance to particular Students be
dependent on good conduct and continued industry, to be tested
by periodical examinations.

“6. As the arrangements now sanctioned must be considered to
be, in some degree, experimental, a special report as to their opera-
tion and result must be submitted after a period not exceeding
two years from the date of your order of July last.”

No Report has yet been received; but I learn from Dr. Lees
that the Institution is now considered to be on a more satisfactory
footing. The following Extract from a Report of Dr. Lees, dated
the 1st September 1860, has been placed at my disposal:—

“These results shew that the Moulovies of late have been more
attentive to their duties; and I am inclined to hope that they have

at length realized the fact that the Calcutta Madrissa is a Govern-
ment Institution; that it is the Government and not the Professors
who are responsible for the nature of the education given to its
Mahommedan subjects therein; and that yet more serious conse-
quences may overtake them than simply being required to teach
a course of study containing somewhat more Literature than
Logic I would not, however, be under-

stood to mean that the Arabic Department of the Calcutta Madri-
ssa is all that the Government could wish it, or that there is a
present prospect of its becoming so The end can-

not be fully accomplished until we have a body of Teachers who
have acquired their knowledge by means approved by the Modern
School, which they believe to be correct and in which they have

full faith Regarding the Anglo-Persian Department I

need not say much. Government is already aware that it has suc-
ceeded There is one point, however, with regard

to the Anglo-Persian Department which requires notice. The late
Council of Education, in their letter before alluded to, contempla-
ted that the Students of this Department, having obtained a School
education in English, and completed their studies in Persian,
should pass into the College or Arabic Department of the Institu-
tion; but the hopes of the Council in this respect have not been
realized, and it appears to me for the following reasons:-The
scholarships obtained in the Anglo-Persian Department are Eng-
lish, and to retain them further examinations must be passed
in that language. In consequence again of the number of Moulo-
vies not having been kept up, and the desire to give the College
Department more of a College organzation, candidates for admiss-
ion into the lowest class were required to shew an elementary
knowledge of the Arabic language. Now as no provision was made
for the acquirement of this in the Anglo-Persian Department, it
was not possible for this portion of the scheme to work.”

The following remarks are made on the Calcutta Madrissa in
the Administration Report of 1860-61: —

“The Report of the Arabic Department of the Calcutta Madrissa

T’he Arabic and is g enerall Y favourable, and of the Anglo-

Anglo Persian Persian Department especially so. Out of

the P Madrissa.° f eight Students, composing the first class, six

. went U P to the University Entrance Examina-

tion and passed, four being placed in the first and two in the
second Division, a result which was most satisfactory.”

The Hooghly College is the next on the list. This Institution
was founded in 1836, and is mainly supported from funds bequea-
t e by Mahommed Mohsin, a wealthy Mahommedan gentleman

SELECTIONS FROM EDUCATIONAL RECORDS

COLLEGES

who* dying without heirs in the year 1806; left his large property,
yielding an annual income of 45,000 Rupees, to Mahommedan
Trustees 'for the service of God.’ Owing to the misappropriation
of the Funds, Government assumed the office of Trusteeship. The
right of assumption was opposed by the original Trustees but up-
held both by the Courts in India and by the Privy Council in Eng-
land. The period of litigation extended over many years, during
which the annual income accumulated, forming a surplus fund of
Rupees 8,61,100. This fund was devoted to founding and endow-
ing the Hooghly College. It was further increased by a portion of
the original Zemindari and by the lapse of various pensions with
which the Estate had been burdened. Dr. Lees, the Officiating
Director of Public Instruction, writing in September 1859, remark-
ed as follows:—

“Hooghly Madrissa — Its declining and approaching dissolution .
—55. The Hooghly Madrissa, which was founded on the munifi-
cent bequest of the late Mahommed Mohsin, is fast approaching
its dissolution. The Anglo-Persian Department has already been
merged into the Collegiate School, and the Madrissa proper con-
tains but 20 Students. This subject requires attention. This
College was founded, and is supported, by the bequest of a Mahom-
medan. The funds should not be expended for the sole benefit of
Hindoos.”

From papers furnished to me by Dr. Lees it appears that this
declension had been going, on for some years. The Students had
year by year shewn less proficiency at the scholarship examina-
tions, till at last Dr. Lees> writings in September 1859, reported
that “for the last two years no scholarships have been gained by
them, though a few have been awarded by grace in consideration
of the fault being attributable less to the students than to theif
teachers.” “It is a serious thing,” he added in the same letter, “when
a College that some time back contained between two and three
hundred Students should arrive at such a state of decay that not
twenty should now be found within its once crowded rooms/’

The failure to obtain scholarships was the main cause of the
absence of pupils, and the cause of the failure in respect of the
-scholarship examination was attributed to the instructive staff.

It is probably with the view of remedying the above state of
affairs, that an increase of Rupees 11,382, for an enlargement of
the staff of the Hooghly College, was included in the 1 Bridget
Estimate of the current year. No proposition, however, on the
subject has yet come before this Government.

I observe, from the Administration Report of 1860-61, that
between the 1st January 1860 and the 30th April 1861 the num-
ber of Students on the roll of the Hooghly College increased from
32 to 79.

The last on the list of the three Oriental Colleges is the Sans-
krit College, When the old Hindoo College was broken up, its
sister Institution, the Sanskrit College, was allowed to stand. The
Government of Bengal, in its letter to the Council of Education
of the 21st October 1853, intimated, as a sort of solace to the
minds of the Native Managers of the former Institution, that “the
Sanskrit College shall be maintained by the Government exactly
as it is.” In March 1859, however, the Director of Public Instruc-
tion pointed out to the Bengal Government the following defects
in the existing condition of this Institution:—

“3. Its principal defects appear to be as follows:—

“1st.— It has not been brought within the influence of the Uni
versity, and under its present constitution it is not likely to be able
to send up any candidates for University Degrees.

“2nd.— It occupies an isolated position as regards other Institu*
tions; there is no interchange of advantages, no emolution of
teachers or pupils between it and other Schools or Colleges.

“3rd .— Its examinations, awards of scholarships, &c., are all
managed within itself, and so, managed as to excite little interest,
and command little confidence, among the outside public.

“ilk*— It is still that 'compound of a College and a Dame’s
School’ which the other Colleges were a few years ago, but are no
longer.

“5th— It devotes to the teaching of obsolete science and philo-
sophy much time which would be better given to subjects of more
practical utility.”

The re-organization proposed by him is thus described in the
Education Report:—

“16. A proposal for the reform of the Sanskrit College has lately
been submitted to Government. Its constitution was not consider-
ed to accord well with the existing state of things; and 'in order to
bring the Institution more into harmony with the University
system/ the Director of Public Instruction reconr
Oriental Colleges mended that it be divided into a School and a

College Department, the former to educate up to the University

6 SELECTIONS FROM EDUCATIONAL RECORDS

Entrance Standard; the Students of the latter, while completing
their Sanskrit course, being permitted to attend Lectures in the
Presidency College on terms somewhat more favorable than
others.”

The scheme contemplated also the abolition of the study of
“Smriti, Nyaya, Vedanta, or other systems of Hindoo Philosophy,
and the Government of India, in sanctioning the revision, requested
the Bengal Government to re-consider the proposal to exclude the
study of Smriti from the curriculum. No further correspondence
has taken place.

The following notice is taken of the Institution in the Adminis-
tration Report of 1860-61:—

“The Sanskrit College was affiliated to the University in August

last, and a small class has been formed of ad-

Formation of a clasn van ' ce( j Students who have passed the Entrance
for the prosecution r

of the University Examination to enable them to prosecute the
krit^llege 16 Sans ~ University course, while at the same time they
may continue their Sanskrit studies further,
especially in Hindu Logic and Law.”

I now proceed to notice the three remaining Institutions of this
class which are devoted to special education, viz ., the Civil
Engineering College, the Medical College, and the Law Department
of the Presidency College. A brief notice has already been taken
of the establishment of the Law Department of the Presidency
College in 1855. The Civil Engineering College was started in
1856 with the object of affording a scientific, and, as far as possible
from occasional inspection of works in progress and workshops, a
practical education. It is especially designed for supplying an
efficient class of subordinate Officers for employment in the Depart-
ment of Public Works, the Survey, and Railways. A full account
of its origin is given in the Education Report of the year 1856-57.
The course of instruction extends over three years, and is adapted to
meet the wants of each grade of the profession: it is limited by
the requirements necessary for the degrees granted by the University
in the Faculty of Engineering. Candidates for admission must
have passed the Entrance Examination of the University, or be hold-
er of senior scholarships. The Government of India at present
guarantees 48 appointments yearly of various grades to such Students
as pass the test for the Public Works Department laid down in
Chapter II of the Public Works Code. A proposal for the

COLLEGES

enlargement of this Institution is now under consideration in the
Department of Public Works, and the estimate of the expenditure
for the current year has been increased over that of the former year
by Rupees 23,650 with the view, apparently, of providing for the
introduction of the change. The following notice is taken of the
Institution in the Administration Report of 1860-61:—

“At the opening of last Session a class of third year Students was
_ _ . . formed in the Civil Engineering College for the

College. first time. This class, after completing the three

years' course prescribed by the University, com-
peted for the degree of L.C.E. in March last. The result has
already been stated. The number of Students on the Rolls on
the 30th April was eighty-three, shewing an increase of 20 over
the number in attendance at the end of the previous Session.
The result of the Annual Examination was that 5 Students were
declared qualified for the grade of Probationary Assistant Engineer.
1 for that of Sub-Engineer, 9 for that of Probationary Assistant
Overseer, and 2 for that of Sub-Overseer.”

The Medical College was established in 1835. In 1852 53 a
Hospital was opened in connection with it, of which an account is
given in the Administration Report of that year. The Institution
consists of four classes. The “Primary or English Class” consists of
scholarship holders, free Students, and paying Student. The maxi-
mum number of free Students allowed is 50. Paying Students pay
an admission fee of Rupees 15 and Rupees 5 per mensem. Forty-
three scholarships, for which an expenditure of Rupees 400 per
mensem is allowed, are distributed among the students of the five
years. The courses of the other three classes, viz., the Student
Apprentice Class, the Military or Hindoostani Class, and the
Bengali Class, are not regulated or prescribed by the University.
The pupils of the first are designed specially for the Subordinate
Medical service: those of the second for the post of Native Doctor
either in the Army or in Civil Hospitals and Dispensaries; and those
of the third, which differs from the second only in respect of
language, for the post of Native Doctor in the Civil Hospitals of
Bengal. Dr. Lees, in his Report of September 1859, writes as
follows in respect of this Institution: —

“42. Medical Co liege —Failure of, as a means of supplying the
wants of the Public Service — The Medical College of Calcutta still
retains its high reputation, both as regards the ability and efficiency
of its staff of Professors, and the sound practical course of instruction

SELECTIONS ERCOVt JJDUCATIONAL RECORDS

given at it. As a means, however, of supplying qualified Officers
for the service of the State it has been found wanting; and of late
years attention has been directed to ascertaining the cause with a
view to applying efficient remedies. Notwithstanding that Govern-
ment in 1853 had passed a rule guaranteeing employment, on a
salary not less than Rupees 50 a month, to every graduate of the
primary or English class of the College, and in 1854 raised all the
Junior Scholarships from Rupees 8 to Rupees 12 a month, the
supplies for the Public Service by no means equalled the demand.
The late Medical Board in 1857, in reply to a requisition of the
Government of Bengal that no Sub-Assistant Surgeon should be
appointed to an independent charge until he had two years prac-
tical experience of his professional duties under the control
of an efficient and experienced Medical Officer, reported that, were
such a measure carried out ‘owing to the great decrease, of late, in
the number of those who, having graduated at the Medical College,
entered the Public Service as Sub-Assistant Surgeons,’ a considerable
number of independent charges which had ‘hitherto been filled by
Sub-Assistant Surgeons, must, upon being vacant, either remain
unoccupied for lengthened periods, or be filled by Native Doctors.’
This led to a searching investigation into the matter by the College
Authorities. A Committee of the College Council reported that
the causes of failure in the supply of Sub-Assistant Surgeons for the
Public Service arose from the paucity of Admissions and from many
of the Students leaving College before completing their course of
study. The Committee, who laid most stress on the first mentioned
of these causes, attributed the result to the want of attractiveness of
the Government Service. The Principal, on the contrary, thought
that of the two causes assigned the latter was the most active; and
in support of his opinion he adduced the remarkable fact that out
of 106 Native stipendiary Students, who had entered the primary
class of the Institution within the ten years preceding 1857, more
than twenty per cent, had left it during the first year of study; and
that out of 303 stipendiary and free Native Students 230 had left
the College without completing their course. The result of these
enquiries induced the Supreme Government to recommend to the
late Court of Directors that pensions should be granted to Sub-
Assistant Surgeons on the same terms as to other classes of Un-
covenanted Public Servants; to direct, in accordance with the sug-
gestion of the Director of Public Instruction, that the number of
free Students at one time, exclusive of Scholarship holders, should
be limited to 59; and that a class of paying Pupils should be es-
tablished as an experiment.

COLLEGES

“44. Proposal to bind stipendiary Students to serve the State
for a limited period— It was subsequently suggested to Government
as -not only desirable, but fair and equitable, that all Students who
received a gratuitous education from the State, and in addition a
personal pecuniary allowance in the shape of scholarship, should
give their services to Government, if called on to do so; and that
all Sub-Assistant Surgeons so situated, entering the Public Service,
should be bound to serve the State for a minimum period of five
years/’

The proposal to bind stipendiary Students to serve the State*
for a limited period was not approved, but the institution of a
paying class appears to have succeeded. The following account of
the Institution is given in the Administration Report of 1860-61:—

“In the past year a class of paying Students was instituted at
the Medical College, the rate of payment being
The class of paying fixed at Rupees 5 per mensem with an .entrance
MedS\ S College 16 ^ ee Rupees 15. Thirty-one Students joined
the College on these terms on the opening of the'
Session in June. Of these seven have since received scholarships,
which carry with them free tuition; one has obtained a vacant free 1
presentation; and one has left India to complete his education in
England. Only one has actually abandoned the study of the pro-'
fession.

“During the last year eighteen candidates from the Military
The Military Class class passed their final examination and were ad-
of the Medical m jtted into the Government Service.

“With the view of encouraging the study of English amongst the
Progress made in Students of the Military class, the Government, in
the study of Eng- 1859, offered a bonus of Rupees 250 to all who,
StudeSs ngSt the at t ^ ie enc * of their College studies, should succeed
in passing a satisfactory examination in the English
language. This year five students presented themselves for exami-
nation, of whom two passed with credit, and were considered
deserving of the bonus.

“From the Bengali class six Students succeeded in passing their

The Bengali Class
of the Medical

final examination, and are now qualified 1 for ad-
mission into the Government Service as Native

College Doctors.”

SELECTIONS FROM EDUCATIONAL RECORDS
North-Western Provinces

the North-Western Provinces there are five Government

Colleges as per margin. The
three first are Institutions for
general education. The desig-
nation of College is, however,
scarcely appropriate, as they
partake more of the character
of Schools in regard to constitu-
tion, course of study, &c. Only
the two first on the list are affiliated to the University. The Agra
and Benares Institutions were originally purely Oriental Seminaries,
but were changed into Anglo-Vernacular Institutions, and latterly
even the separate study of Oriental classics has been found to stand
in the way of the more liberal education suited to modern wants.
The following extract from the Report of 1859-60 contains the
substance of a recommendation since made to, and approved by,
the Government of the North-Western Provinces:—

“The Government should proceed on the principle of providing
the people with what they cannot get elsewhere, or at least of so
good a quality. In this category instruction in the English language,
and the study of English literature and European science may be
included. But Arabic and Persian studies may be pursued, as well
outside as within the College walls. It may be said, and with
truth, that some knowledge of Arabic and of Persian Grammar is
essential to form a good Urdu scholar. Arabic and Persian Gram-
mar should form part of the Urdu course, so also the most popular
Persian works, e.g., the Gulistan and Bostan. But I advocate the
abolition of a separate Arabic and Persian Department. Let every
Student who attends our Colleges and High Schools learn English.
This should be a sine qua non. Mr. Fallon very justly remarks
that the Oriental Student is not brought under the influence of
the European Master; his moral education at the Government
School under the Moulovee is not a whit better than it would be
under a common Miyanji. The admixture of English and Oriental
Students is injurious to the former. I believe that the abolition
of the purely Oriental Department, while it might for a time
decrease the number of Students, would bring many boys into the
English classes.”

Since 1860 an experiment has been tried in connection with the
Bareilly College of a Boarding House for the accommodation of

Date of
Establishment

{ Agra College. 1823

Benares Ditto. 1792

Bareilly Ditto. 1837

f Thomason College,
Special C. E. 1847

L Agra Medical

College. 1855

COLLEGES

The f6Ilowin g Extracts from the Reports of
1860 61 and 1861-62 contain an account of the scheme:-

“30. Bareilly College : Boarding-house opened— Mr. Kempson
lias attempted, and with considerable success, a commencement of
-the boarding-house system. ‘With reference to the very important
subject of Students coming from a distance for instruction, I have to
report on the establishment of a scheme for increasing the usefulness
•of this College in this respect by making it, if possible, a centre of
attraction to Students in the surrounding Districts, and I believe tha t,
by affiliating the District Schools to the College round which they
die, and by otherwise connecting them by exhibitions, by preparatory
studies, and by a better class of teachers, educated purposely at that
College, the whole of our Educational system will become both more
popular and more practicable. You were good enough, in compli-
ance with my request, to apply to the Government, North-Western
Provinces, for aid in this respect, and an allowance of ten small
scholarships for District Students proceeding to the College was
•graciously accorded, and these take effect from January 1861. Witly
a view to furthering the same object, and partly anticipating the
above-mentioned grant from Government, on the 1st September last
I established a boarding-house for District Studpnts in a confiscated
tenement, well suited to the purpose (handed over to me by the
Magistrate of Bareilly with the concurrence of the Commissioner of
the Division), in that part of the city in the immediate vicinity of
the College. This was placed under the charge of the head Native
Teacher attached to the College, Pundit Kedarnath, and he and his
family at once took up their residence therein.

“Nineteen boys have joined us from out stations, of whom ten
W ? r ? a ^ n ^ ttec ^ as boarders. This connexion of the College with the
Division is a matter of the highest importance, to both the Province
and ourselves, if education is ever to become a national necessity, to
spread beyond large towns, and the compounds of Government Offi-
ces. One link, and a very valuable one, was forged when a
Boarding House on the home Public School plan was opened at
Bareilly; and a short time will, I trust, prove that by thus, as it were,
affiliating the Schools of the Province, a more serious obstacle to a
more intimate tie between the people and the Government College
here has been removed.

Of the popularity of the Boarding House there is no question,
an I believe as little doubt of its permanency. It was opened by the
a *e Principal in September 1860 with TO boarders. In December
Bir of Arch — 3

COLLEGES

SELECTIONS FROM EDUCATIONAL RECORDS

1861 there were 20— as many as could be conveniently accom*
modated.”

(From the Report of 1861 - 62 )

*‘15. The Boarding House- The description here given of the-
success of the trial scheme of establishing a Boarding House will, I
hope, be regarded with interest by His Honor. I beg to recommend
that a gratuity be again graciously accorded to the Pundit in arge
as a mark of His Honor the Lieutenant-Governor’s appreciation of
the services he has rendered in this particular development of ! our
progress. There are at the present moment between 40 and 50
boys living as boarders under his charge, and, notwithstanding
differences of caste and creed, I hear of no disorder or disturbance.
Not only have boys come from the surrounding Pergunnahs, but
they come from other Zillahs, and even from the Doab. Added to-
this, the boarders are already distinguishing themselves for diligence-
and success. Many of them carried tokens of the same to their
homes in the holidays, and one, who came from the Anglo-
Vernacular School at Philibeet, has become a College scholarship-
holder in addition to his local holding.

“16. The movement has attracted the notice of the Native-
gentlemen who form the Municipal Committee of Bareilly, to
whom, as well as to Mr. Inglis, who has so successfully worked for
the improvement of this city, my best acknowledgments are due.
The Municipal Committee has already expended the sum of
Rupees 2,375 on the repair of the tenement now occupied by the
boarders, and in the construction of a barrack capable of giving
sleeping accommodation to 30 or 40 boys. Another barrack of the
same size is about to be erected. The construction of a fives-court
is in contemplation, and I have hopes of ultimately seeing a play-
ground added and manly exercises in practice. The Committee
have likewise allotted a monthly sum for small scholarships for
District Students.”

In July 1860 a proposition was made by the Government, North-
Western Provinces, for the transformation of the three Anglo-
Vernacular Colleges into High Schools, and the establishment of
one College at the seat of Government. The scheme, which em-
braced also the elevation of the Saugor and Ajmere Schools to the
rank of High Schools, was estimated to involve an increase of cost
of Rupees 2.348 per mensem, but the Secretary of State, while

approving of the measure, did not relax in its favor the then exist-
ing financial restrictions. In the Budget Resolution of the current
year the following remark was made with reference to the scheme:—

“No provision for the proposed remodelment has been made in
the present Budget, but the Governor General in Council will be
prepared to allot a sufficient sum for the purpose out of the un-
appropriated reserve, should the Lieutenant-Governor see fit to make
such a recommendation.”

The next of the Institutions under reference is the Thomason
College of Civil Engineering. It was established in 1847 with the
view of supplying a staff of Civil Engineers for the execution of
Public Works. A brief history of the Institution is given in the
Educational Report of 1854-55.

The Agra Medical School, which is the last on the list of Colleges
in the North-Western Provinces, has been included under this head,
because, though it bears the designation of “School,” it partakes
quite as much as the Institutions already mentioned of the character
of a College. A full account of the progress of this Institution from
1855, when it was experimentally founded, will be found in the en-
closure of the letter from the Government of the North-Western
Provinces, No. 263A of the 3rd February last. In that letter the
Lieutenant-Governor submitted two schemes,— one for raising the
Institution to the full status of a College; and the other for im-
proving it on its existing basis. On the 17th of September sanction
was given to a modification of the latter scheme, the expenditure on
the Institution being estimated at Rupees 19,184 per annum.

Punjab

There is only one College in the Punjab, viz., the Lahore Medi-
cal College. It was established in October 1860. There are two
classes, the English class and the Hindoostani class. The English
class opened with five students, but in 1861 was reduced to two. At
the next matriculation examination, therefore, scholarships were
promised to those who might acquit themselves creditably. Four
were then admitted with scholarships of Rupees 10 each, the two
older students having meantime obtained Scholarships of Rupees 20
and 16. No withdrawals have since taken place. The Hindoostani
class was from the first a salaried class, Rupees 6 being allowed to
each Student. At the first matriculation examination 44 Students
were admitted, which was made up at the third matriculation exa-
mination to the full complement of 60. The staff of the Institution
at the close of 1861-62 consisted of a Principal, three Professors,

34 SELECTIONS FROM EDUCATIONAL RECORDS

two Assistant Professors, and an Apothecary. The total expenditure
for that year, including that on the College Hospital, was
Rupees 37,495. The Institution has been greatly impeded hitherto
by the want of proper accommodation, but this it is intended to
provide during the current year. The Punjab Government record-
ed the following remarks on the progress of the Institution in
Orders of the 28th May last:— “With the limited means at disposal,
and in the absence of proper buildings, as much has been done as
could be expected, and on the whole the progress is satisfactory.”
The Institution has not yet been affiliated to the University.

Madras

The Institutions of this class at Madras are three in number, as

noted on the margin. The
Presidency College assum-
ed that name in 1855,
having been previously
known as the Madras
University. In that year
also a legal branch was added to the Institution. It is admitted that
the Presidency College would be more appropriately designated a
Collegiate School. It consists of two Departments, the Senior De-
partment representing the Collegiate element, and the Junior De-
partment representing the School element. The following account
of the Institution and of certain changes recently effected in it is
given in the Administration Report of 1861-62:—

“179. Presidency College— & step in advance was taken in
February last towards placing the Presidency College upon the
footing which it is intended eventually to hold. This Institution
has been hitherto, and still is, a Collegiate School rather than a
College; the Senior Department forming what might be termed the
College proper, and the Junior being in fact a School. The number
of Students qualified for admission into the Senior Department,
and indeed into the higher classes of the Junior Department, has
hitherto, of necessity, been very limited. Of late, however, the
number of qualified candidates both for the Senior Department and
for the higher classes* of the Junior Department has somewhat
increased, and after the entrance examination in January last it
was found necessary either to form an additional division of the
third and fourth classes of the Junior Department, or to exclude
some fifty-six well qualified candidates, thirteen of whom had come
from the Provinces, from a greater or less distance, with the express

*Note. — The fifth class is the highest.

COLLEGES 35

view of entering the College. Under these circumstances it was
determined to abolish the four divisions forming the first and
second classes, leaving it to the pupils who belonged to them to
enter the practising or Model School at the Normal School, or any
other institution they might select. The change has reduced the
number of Students in the College, exclusive of the Law Class,,
Irom 300 to 187, but it is unquestionably a step in the right direc-
tion; and as the standard of instruction advances in other Schools,
the remaining classes of the Junior Department will be abolished
in succession.

“The results of the annual examination of the Students in their
English studies were generally favourable. In Vernacular literature
the papers wer- not well done, but the Students generally acquitted
themselves well in translation, and the viva voce examination was
decidedly successful. In the Law Class two courses of lectures were
delivered, one on Hindu and Mahomedan Law, and the other on
Equity and Procedure. The Students failed generally in Equity,
but in the other subjects the answering was good.”

The next Institution is the Medical College, which originated
in the establishment of a Medical School in 1836, the designation
of College bei ig given in 1851. A brief history of the Institution
is to be found in the Education Report of the year 1854-55. An
account of a re-organization effected in its constitution and working
in 1859-60 is given in the Education Report of that year, with a
review of the entire subject by Sir W. O’Shaughnessy and Sir
Charles Trevelvan in Appendix E of the same Report. The follow-
ing account oJ the Medical College is given in the Report of
1860-61:—

29. Medical College — The Medical College has been re-orga-
nized during the past year. It now consists of three Departments:
a Senior Department for the instruction of candidates for the
appointment of Sub-Assistant Surgeon, or for a Degree in Medicine;
a second Department for candidates for the appoint-
ment of Assistant Apothecary; and a third or Junior Depart-
ment, in which candidates are prepared for the grade of Hospital
Assistant. In all the Departments candidates are admitted on the
result of a competitive examination, and candidates for admission
into the Senior Department are required to pass the Marticulation
Examination of the Madras University. The Primary Medical
School has been transferred to the College and forms the third
Department.

“The distributions on the score of birth, which formerly obtained
in the Subordinate Medical Department, have been done away with

Established

Presidency College 1841

Medical College 1836

Civil Engineering College 1858

SELECTIONS FROM EDUCATIONAL RECORDS

COLLEGES

3<5

arid the several Departments of the College are now open to all
comers who are able to pass the prescribed preliminary examina-
tions. The Professorship of Medical Jurisprudence as a separate
Chair has been recently abolished, and the several branches of that
subject are in future to be taught by the other Professors with the
subjects to which they are naturally connected.”

The Civil Engineering College at Madras is the next on the list.
An account of its organization in 1858-59 will be found in the
Education Report of that year. From the Administration Report
of 1861-62 it appears that the Institution continued, throughout the
year under review, to comprise only a second or lower Department
intended to educate candidates for the subordinate appointments in
the Department of Public Works. The year under review opened
with 107 Students and closed with 90. Of these 19 obtained certi-
ficates as Assistant Overseers 2nd Class, 5 as Draftsmen and
Estimate-makers, and 4 as Surveyors. It is added that—

"In the course of the year Government sanctioned the establish-
ment of a First Department to train Assistant Engineers. Sixteen
candidates have come forward, including 10 Commissioned Officers
and 4 Civilians. The class will be formed at the commencement of
the next Session.”

Bombay

In Bombay there are three Colleges, as

Established

General

/Elphinstone College

1835

\ Poona College

1851

Special

Grant Medical College

1845

noted on the margin.
The constitution and
management of the
Elphinstone and
Poona Colleges un-
derwent a reform in
1857-58, an account

of which is given in the Report of that year. The Administration
Report of 1860-61 briefly alludes to the state of these Institutions
in the following terms:—

"The Elphinstone College contained, at the end of the year, a
greater number of men of promise than at any former time. The
Government Poona College, in its several departments, shews

Colleges increasing popularity.”

The following account of the Elphinstone Institution, taken from
Appendix J of the Educational Committee's Report, shews the
mode in which its finances are regulated, and the relation which it
bears to the Schools connected with it:—

"The Elphinstone College and Elphinstorie Institution (i.e..
Central and Fort English Schools and Branch Vernacular Schools)

are supported partly by the interest of Trust Funds and Fees, and
partly by a grant of Rs. 42,000 per annum from Government. The
latter, however, cannot, under the terms of the grant, be drawn upon
in any year until the whole of the former have been expended. . „ .
During the past two years the establishments have been gradually
raised, with a view to secure greater efficiency, till they have pretty
nearly reached the income, including the full amount of the Govern-
ment grant.”

Of the above grant Rupees 24,486 were appropriated to the
College as distinguished from the Schools in 1860-61, which, with
scholarship grants, interest on funded capital and fees, made up the
total cost for that year to Rupees 45,777.

Previous to 1851 the Poona College was supported by allowances
<mt of the old "Duxina Fund”, and Educational grants on account
of various objects. In that year a fixed allowance of Rupees 35,868
per annum was substituted, which, with additions in subsequent
years, now stands at Rupees 44,004.

The Grant Medical College at Bombay was opened in 1845.
Until recently, however, it has been regarded as almost a failure.

The following paragraphs from the Education Report of 1857-58.
at the annual examination of which year not one of the candidates
was found qualified, describe the sentiments then entertained in
regard to the Institution:—

"122. Government pays upwards of Rupees 23,000 a year in
support of the Grant Medical College, besides donations of instru-
ments, books, and other applicances, which have raised it to a level,
in point of material , with the most famous Medical Schools of •
Europe, and has instituted 1 a special service for the encouragement
of those graduates who do not prefer the more lucrative but pre-
carious career of private practice. Since its foundation the College
has never been without able professors, including men of European
reputation. No adequate return is at present gained from this
liberality; and I grieve to say that a feeling of discontent, rather
than of gratitude, seems most commonly manifested among those
who benefit or might benefit by it.

“123. I am inclined to think that too much eagerness has been
displayed in striving to allure native youths to the College. Paupers
have been bribed by stipends to accept a medical education, and
when educated they have been too apt to consider that Government,
instead of conmerring a favour, has bound itself by an obligation.
The most beneficent of arts has been the recourse of young men

j 8 SELECTIONS FROM EDUCATIONAL RECORDS

who saw no prospect of succeeding in other lines of life; and it
has been as yet found impossible to retain within the College walls
qualified Students to the average number of fifty, for which there
is instructional accommodation/'

The following paragraphs from the last Report (1859-60) contain;
a more hopeful account of the Institution:—

“79. Grant Medical College — The Report of the Grant -Medical
College forms an Appendix to this Report. Twenty-eight Students
were examined for entrance, the largest number (with two excep-
tions) that ever have presented themselves. The stipends have been
converted into 'scholarships', and the removal thus far of the ele-
emosynary character of the College has raised its reputation without
reducing its numbers. The suspended class of the Student-appren-
tices has been re-established. The whole number of Students was
63. It is very gratifying to note the improvement of the candidates
for admission in point of English scholarship, as attested! by the
Principal. Eleven Students were examined for the final examina-
tion, of which eight were declared qualified for diplomas, a greater
number than passed at either the Calcutta or the Madras Medical
College. When aspersions are thrown on the Grant College, this*
fact should be remembered in its favor.

“80. Still it must be conceded that the College does not attract
a high class of Students. European medical studies have not yet
struck root in the country; and though European medical men in
Bombay obtain extensive practice among the wealthy natives, the
graduates of the Grant College have not yet, I believe, obtained the
confidence of their countrymen to any great extent. No Native
practitioner bred at the College has embarked in his profession out
of Bombay."

To the above may be added the following Extract from the
Administration Report of 1 860-6 1 :—

“In the Grant College the usual courses of lectures were given.
Grant College It has already been stated that seven students pass-
ed for the Degree of Licentiate of Medicine. Ten candidates went
up for the final (Diploma) examination, of whom 7 passed. These
results are highly gratifying. It is proposed to open a Vernacular
Class in the College."

The establishment of a College of Civil Engineering, in conneo
tion with the Poona Engineering School, was in contemplation
before the mutiny, and had received the sanction of the Home
Government (see Education Report of 1955-57); but the financial

COLLEGES

pressure which afterwards ensued prevented its completion. Mean-
time the want has apparently been supplied by the establishment
of a Professional College at Ahmedabad. The following paragraph
of the Administration Report of 1860-61 is the only record yet made
of its establishment:—

“Arrangements have been made to open the Ahmedabad College
Ahmedabad College in two departments. Civil Engineering (Public
Works) and Judicial, under the superintendence of the Head Master
of the Government English School, on the 15th June 1861. Two
highly competent Native Tutors will be attached, one to each depart-
ment.”

SECTION IV

Government Schools

I now proceed to notice Government Schools, or more correctly Schools under Government management.
The following Table contains statistical information respecting the several classes of these Institutions:—

GOVERNMENT SCHOOLS

From the above it appears that there are 6,166 Institutions
under Government management, with an average attendance of
178,768 pupils, the total cost of the education so given being
Rupees 14,34,722. The principle on which the classification has
been made is briefly this: The “higher class” of Schools is

supposed to educate up to the University standard; the “middle
class” is composed chiefly of Anglo-Vernacular Institutions, which
do not fulfil the above condition; and the “lower class” comprises
principally Vernacular Schools, some of which, such as the Tehselee
Schools of the North-Western Provinces, the Talook Schools of
Madras, and the superior Vernacular Schools of Bombay, belong
to an upper grade, the rest being mere Village or Village Circle
Schools.

From an examination of the first portion of the Table which
gives the “number of Institutions” of each class in each Presidency,
it will be seen that Bengal contains by far the largest number (45)
of the “higher class,” Bombay the largest number (23) of the
middle class,” and the North-Western Provinces the largest
Number (5,097) of the “lower class.” If the numbers of higher
and middle class Schools in each Presidency be taken together, it
will be found that Bengal has 46, Madras, Bombay and the Punjab
an average of 21 each, and the North-Western Provinces only five.
It is obvious, therefore, to remark that the great attention which,
in the North-Western Provinces, has been paid to popular Schools
is accompanied by a corresponding absence of expansion in the
higher grades. In Bengal again, where the higher grade of Insti-
tutions has succeeded better than in any other Province, the
lower grade has been almost entirely neglected. By comparing
the portions of the Table relating to the attendance andl cost it
further appears that the cost per annum of each pupil in the
several classes of Schools in the different Provinces is as follows:—

Bengal

N.W.P.

Punjab

Madras

Bombay

Average

! Rs.

Rs.

Higher Class Schools

58*2

152-0

45*6

38-5

48*7

52*5

Middle Class Schools

31-2

25*5 |

23*0

1$ ‘2

25*4

24*5

Lower Class Schools

4*9

2-9

4*7

7*2 I

4*9

3*9

Normal Schools

T-U „ . i

94-o

76*5

97*9

42*6

104-6

70*6

The annual cost of each pupil in Bengal is above the average
in respect of all classes of Schools. In the North-Western Pro-
vinces it is above the average in all classes except the “lower class.”

SELECTION® TROM roUCATIONAL RECORDS

In the Punjab it is above the average in the “lower class” and in
Normal Schools, but below it in the higher and middle classes-
In Madras it is above the average in the "lower class " and below
it in all others. In Bombay it is above the average in all except
the “higher class.” ^

I have found it impossible to procure correct data for making
a comparison between the results set forth in the preceding State-
ment and the statistics of 1854. The comparison can be made
in respect of some Provinces, or parts of Provinces, or in respect
of some classes of Schools; but I cannot compile a satisfactory
Statement of the number, attendance and cost of all Schools under
Government management in all the Provinces in that year, X
shall, however, take frequent opportunities of comparing the present
state with the state in 1854, in treating of the several classes of School*
in detail, which I now proceed to do.

SCHOOLS— HIGHER CLASS

It has already been explained that the above designation in-
cludes generally Institutions which profess to educate up to the
University Entrance standard.

Bengal

In Bengal this class is composed of Collegiate Schools and Zillatt
Schools. The former are Schools connected, as parts or branches,
with Institutions of a Collegiate character; the latter are so called
because there is generally one such School in each Zillah or District.
They are situated at the chief stations of the Districts and managed
by Local Committees consisting of private persons interested in
education, and! of the principal officials at each station. The
instruction conveyed in them is mainly English. There are 45 of
this class altogether in Bengal, of which nine are designated
Collegiate Schools and 36 as Zillah Schools. I am not quite
sure that all of the Bengal Zillah Schools are ^properly classed

under .his head. The, .recall » m £

miaee'foTfte Im£o£men. of Schools" in published Report

of 1856 , it is probable .ha. some of them re . al da >” >°

such classification. The Committee observed that m pornt of
fact a very large number of Zillah Schools never reach the higher

or iunior scholarship standard, and are really inferior Schools.*'

, . i t mav be noted, recommended the division

T f h 7-n TTh U into twl distinct grades, the one with a course
of nine years’ study educating up to the University Entrance
smndard, and the other with ■ >« year, course of study, educing

GOVERNMENT SCHOOLS

-Up to a lower standard. In the former the English language was
to be the medium of instruction, except in the lower classes, while
in the latter the vernacular was to be the medium. The pro-
posals of the Committee were, I believe, generally approved, and
are ln course of introduction. In the Report of 1958-59 it is
mentioned that four Zillah Schools had been raised to the first
^ , o e ’ no refer ence is made to the distinction in the Report
ot 1859-60; and from the remarks made therein, I gather that the
generality of the Zillah Schools are still regarded as educating up
to the University Entrance standard. .

It is stated in the Bengal Education Report of 1859-60 that
;“the Collegiate and Zillah Schools still take rank as the best
ipanaged and most efficient in the country, and fully maintain
their popularity.” No attempts have been made to increase the
number of the Zillah Schools in Bengal “on the principle that the
Government Schools are kept up only as models and means of
creating a desire for education.” The system adopted is, as
■stated in the Report of 1856-57, that “where in consequence of the
increasing demand for English Education, we find, as we some-
times do, a difficulty in preventing the Government School from
Being over-crowded, the fee levied is gradually raised, and induce-
ment and opportunity are thus afforded for the establishment in
the neighbourhood of one or more private Schools under the
Grant-in-aid system, which Schools may in time be enabled to
Supplant the Government School. A very' general desire is felt,
especially in the Districts round about Calcutta, for the establish-
ment of more Government English Schools, and where this is
not possible, the people endeavour to get up Grant-in-Aid Schools
upon the model of our Zillah Schools.” This principle of action
is quite in accordance with the spirit of the Despatch of 1854, in
which the Home Government gave expression to even a stronger
opinion, looking forward to the time “when many of the existing
Government Institutions, especially those of the higher order, may
be safely closed, or transferred to the management of local bodies
under the control of, and aided by, the State”.

North-Western Provinces

In the North-Western Provinces there is but one institution
belonging to this class, viz. the Ajmere School; the Saugor School,

44 SELECTIONS FROM EDUCATIONAL RECORDS

which made a second, having been recently transferred to the
Central Provinces. The Institution is noticed favourably in the
Report of 1861-62.

Punjab

In the Punjab rapid advances have of late been made in the
formation of Schools of this class. Out of 22 Zillah Schools now
existing 20 have been placed on a footing which entitles them
to be included in the class of Institutions now under notice. OF
these 15 have been established since 1854-55. The following"
paragraphs from the Education Report of 1861-62 contain remarks
regarding the present state and prospects of these Schools:—

“If the moderate demands for increased expenditure made in
the Educational Budget for 1862-63 be granted, the status of the
Zillah Schools can be greatly improved; but as they stand they have,
with scarcely any exception, done admirably during the year under
review, and reflect the utmost credit on their Masters. The pro-
gress in English of many of the classes at these Schools has been
most marked. To allow of their further development, a gradual
increase of expenditure will, of course, be needed every -year. As
the boys advance, more classes are formed, and' more Masters of
higher attainment are needed. Already one English Master for
each of the smaller Zillah Schools is found insufficient. He requires-
an Assistant, and in some places two, to enable him to get through
the work. By and by the monitorial system will be brought into
play: though in teaching a foreign language, it is more difficult of
adoption, and less useful, than in other branches of instruction.

13. The three chief Zillah Schools at Lahore, Umritsur and
Delhie, which as suggested by the Secretary
of StaM in hi! N °- 14 ° f 8 *
to the grade of Colleges April 1861, may be called Provincial or

High Schools, have already a higher staff
of Masters; but their number requires to be added* to, and some
have well earned promotion to higher salaries. Mpreover, now
that one of them possesses matriculated students, and the other two
are preparing each a class of candidates for the next University
Entrance Examination, it becomes absolutely necessary that two of
them at least, if not all three, should be raised to the rank of
Colleges at an early date, with a Principal and one or two Professors
attached to each. The successful School as yet has been Umritsar,
but Lahore being the Capital, and the two cities being only

GOVERNMENT SCHOOLS

30 miles apart, and now connected by a Railway, it would be as well
perhaps to place the latter on the superior footing. This, too.
seems to be in accordance with the views of the Home authorities!
as expressed in the Secretary of State’s Despatch to which I have
already referred. Sir Charles Wood says.-‘The formation of a.
School of a superior order at Lahore, which will serve as the nucleus
° ® College, which, under the original scheme sanctioned in 1856

will be hereafter constituted for the Punjab, has my approval.’ ”

It may be noted here that the Punjab Zillah Schools, like those
of Bengal, while professing to educate up to a high standard
^University .Entrance) begm with a low one. The curriculum is
1 / f S,?n ^ d theoretically for boys who are supposed to have no know-
ledge of either Enghsh or the Vernacular on entering.” During
the first few years of a boy’s training English is taught “simply

v ngUage . ,° n sound P rind ple that general knowledge
must be acquired in the first instance through the medium of his
own tongue.

Madras

f ere ar A e eleven Institutions of this class, of which
, the Madnssa-i-Azam, three the Provincial Schools at Com*
conum, Calicut and Bellary, and the rest Zillah Schools. The

ed from^h^R^ 3 * 311 rC c garding the Madri ssa-i-Azam may be extract-
ed from the Report of 1858-59, in which year a re-organization of
the Institution was effected:- 8 ot

“49. Arrangements were made during the past year for reorganiz-

Madrissa-i-Azam Xh ^ a ” Institution

of the Carnat, V f a - h * W3S estabIlshed h Y the late Nawab
of Trin? 7 7 mstructlon of the Mahommedan population

rion P T f 1Ch haS bCen ad °P ted as a Govemme P nt P Instit ”
tion- the attend ’ ’ °u to be in a very inefficient condi-

exceeds one h 3 if Ce ’ f ^° Ug ^ WaS extremeI y irregular, seldom
The amount of 3 , °f t^ nUmber of P u P ils nominally on the rolls.
SSSjr? instruction imparted was extremely limited.

WiM teachim? fhe a k T ^ ^ ° f ' tS namCSake « Calcutta,
^ the Mahomt.H 3 , • PCrsian bln guages, and the doctrines

of the Mahommedan religion. All this has been altered An

efficient Master has been placed at the head of the School; and the

4$ SELECTIONS FROM EDUCATIONAL RECORDS

teachers, generally, have been replaced by more competent men,
only two of the former staff having been retained. The course of
instruction has been arranged on the model of that prescribed for
the other Government Schools; Hindoostani being made the
medium of instruction in the lower classes, and English in the
higher, and English being taught in all. The Institution was
opened on its new footing on the 1st May last; and notwithstanding
the enforcement of a more strict system of discipline, and alterations
in the course of instruction, which are naturally distasteful to the
Mahommedans, the number of pupils has already risen to 240, who
attend with very tolerable regularity/’

The following paragraph from the Administration Report of
1861-62 may also be quoted:—

*724, Madrissa-i-Azam— The progress of the Madrissa-i-Azam has
been highly satisfactory. It contained at the close of the year 291
pupils; and in respect of regularity in the attendance, there is not
a School throughout the Presidency by which it is surpassed. The
‘discipline also is very good, and the pupils have made very fair
progress in their studies, although the standard attained is not high,
being somewhat below that required for the University Matricula-
tion Examination. On the whole the re-organization of this insti-
tution may be looked upon as a decided success/’

The three Provincial Schools have been affiliated to the Uni-
versity at Madras. The six lower classes in them are intended to
educate up to the University Entrance standard, and the three
higher classes to educate up to the BA. degree standard. The
three higher classes, however, do not appear to have been yet
actually brought into operation.

The Zillah Schools are designed to educate up to the Univer-
sity Entrance standard, the course prescribed in them being the
same as that for the first six classes in the Provincial Schools. The
Reports on the Provincial and Zillah Schools for the year 1861-62
are described in the Administration Report as being “generally
favourable.”

Bombay

In Bombay only two Institutions appear to belong to the class
binder notice, viz., the “Central School Elphinstone Institution”

GOVERNMENT SCHOOLS

and the “Poona College School.” These are entered in the Edi^
cation Report as “Schools of the higher class, teaching up to tfy
University standard.” Although, therefore, there are three “Higr
Schools” at Surat, Ahmedabad, and Dhoolia, and seven “SuperiJ
Anglo-Vernacular Schools” and one “English School,” the exclusion
of them from the higher class above indicated, and their classific^
tion among “Schools of the lower class including Tehseelee an/
Village Schools,” suffice to show that, notwithstanding their som^
what ambiguous designations, they do not properly fall within t^
class of Institutions now under review. The following paragraph
in the Education Report of 1859-60 shews that the want of sucll
Institutions is felt:— '

“51. Want of High Schools— The time has now arrived whe^
the want of High Schools is severely felt. Notwithstanding t^
earnest representations which I have so often made to Governmeru
there are now positively fewer European teachers in the Depar\
ment than there were four years ago, when English education w^\
found* to be so deplorably low. We have only Mr. Smith,

Rs. 300 a month, as the Central School, and Mr. Rooman at Poou/
on Rs. 150 a month. And I do not hesitate to say that we hay^
not (for we cannot afford to pay) a single Native Head Master w^\
is really an accurate English scholar. The young men now leavit^
our Colleges are, as a class, for better scholars than their senior|
but some time must elapse before they can be made Head Master]
and the best of them will certainly look to a much more lucrati^
occupation than that of teaching.” \

SCHOOLS— MIDDLE CLASS

The next grade of Schools is the “Middle Class.” There j
no such grade recognized in the Statements appended to the Edii
cation Reports, but such a distinction seems almost necessary [
order to discriminate between the Schools designed for the ed^
cation of the rural population, and the Institutions which hold \
middle position between them and) those already described \
educating up to the University standard. By “Middle Cla$\
Institutions, therefore, it will be understood that reference is maJ' !
to all Institutions which do not educate up to the Universal
standard, but which are above the Schools situated in villa^[
Tehseel or Talook Stations, &c., designed for the education of tl\
masses. To prevent uncertainty as to what Institutions in eai
125 Dir. of Arch.— 7. \

4$ SELECTIONS FROM EDUCATIONAL RECORDS

Province I have classed under this head, I give below a list of
them:—

A few remarks seem to be required on the marked disparity in
the numbers of this class of Schools in the various Presidencies and
Provinces. The existence of only one such Institution in Bengal
is accounted for partly by the fact that the Zillah Schools, while
teaching up to a high standard, begin with a low one, recruiting
their ranks often from the Village Schools direct; and partly by the
fact that the great bulk of private aided Schools belongs to this class.
In the Punjab the recent measures for the improvement and eleva-
tion of the Zillah Schools have left but two representatives of this

GOVERNMENT SCHOOLS

class. In Bombay the large number is accounted for partly by the
fact that the Institutions, such as the three High Schools, which
ought to have appeared in the higher class have not yet had the
standard of instruction raised to the level of the University Entrance
Examination; and partly by the almost entire absence of private
aided Schools in Bombay, their place being filled by what are very
analogous Institutions, viz, “partially self-supporting” Schools, but
which, nevertheless, are classified as Institutions under Government
management. The number of Schools in the Bombay Presidency
properly coming under this head ought indeed, to be rather larger
than smaller than the number entered by me. I have selected from
the general heading of “Schools of the Lower Class” those designated
as “superior Anglo-Vernacular Schools,” leaving the “inferior Anglo-
Vernacular Schools” and all the “Vernacular Schools” to come under
the next head. I am aware, however, that this selection is rather
confined, for purely Vernacular education in Bombay has been
carried to a standard far superior to that at which it has arrived in
any other Presidency, so much so that a considerable proportion of
the best Vernacular Schools in Bombay might fairly be classed in
the grade now under notice. No information, however, is available
upon which a selection could be based; and I have, therefore been
compelled, with this explanatory remark, to leave all the Vernacular
Schools to come under the next head.

SCHOOLS— LOWER CLASS

The “Lower Class” of Schools may be described generally as the
class designed primarily for the education of the masses. In most
places it consists of an upper and lower grade, the latter comprising
the Village Schools, and the former Schools situated in towns. The
distinction, however, is not in all cases easily shewn, and in fact
the town Schools, or, as they are also termed in the North-Western
Provinces and Punjab “Tehseelee” Schools, and in Madras “Talook”
Schools, are frequently regarded rather as models for imitation, than
as forming a distinct class of themselves. The state of vernacular
education prior to 1854 is described in paragraph 16 of the Secretary
of State s Despatch of April 1859 as follows:—

16. In the North-Western Provinces active measures had been
taken by the Lieutenant-Governor, the late lamented Mr. Thoma-
son, for the accomplishment of the object. A system had been fram-
ed by that gentleman and brought into active operation with the
full approval of the Court of Directors, which provided for the

5°

SELECTIONS FROM EDUCATIONAL RECORDS

establishment of a Model School at the headquarters of each Tehsxl-
dar, for the encouragement of the Masters of indugenous Schools to-
improve themselves, and to adopt improved methods of teaching,
and for the regular inspection of the whole machinery by visitors of
different grades, superintended by a Visitor General, an office to
which a highly qualified Civil Servant was appointed. This system
had not been extended to all the districts previously to 1854; but
it had been attended with such an amount of success, that authority
was given in 1855-56 for bringing it into operation throughout the
whole of the North-Western Provinces. In Bengal a number of Ver-
nacular Schools had been established several years previously; but
whether from the low qualifications of the Masters, or from t e
want of responsible superintendence, they had failed to obtain
popularity, and were in gradual course of abandonment. In Madras,
in the same manner, some Vernacular Schools, which had been form-
ed during the administration of Sir Thomas Monro, had die out
for want of pupils, and the deficiency had not been supplied up to
i854, although a scheme of education had just previously been fram-
ed by the Madras Government, very much resembling in its leading
features the plan then prescribed by the Court for general adoption.
In Bombay the late Board of Education had succeeded, with limited
means, in establishing many new Vernacular Schools throughout the
Presidency, as well as in raising to some extent the character of t e
education imparted in some of the indigenous Schools.

In the Despatch of 1854 the Home Government declared its wish
for the prosecution of the object of Vernacular education “in a more
systematic manner,” and “placed the subject on a level in point of
importance with that of the instruction to be afforded through the
medium of the English language.” An attempt will now be made
to describe the measures taken in accordance with the above instruc-
lions in the several Presidencies and Provinces.

Bengal

In Bengal no fixed system was adopted, but various schemes were
set on foot in different parts of the Lieutenant-Governorship with
the object of promoting Vernacular education The measures in
operation on the 1st of May 18$8 were described m the foLowing
terms in a Minute by the Lieutenant-Governor, dated the 24th
March 1859:—

“Speaking of them generally, it may be said that 228 Schools
have been aided by grants in 27 Districts, educating 16,633 pupils
at an average cost to Government for each pupil of one Rupee two
Annas and one Pie per mensem for English Schools, seven Annas for

GOVERNMENT SCHOOLS

Anglo-Vernacular Schools, and three Annas eight Pie for Vernacular
Schools. Further, there have been 197 Model Vernacular Schools
*This low aver- established in 30 Districts, at a total expense of
age is owing o Rupees 3,339-14-2 per mensem, or an average of
the iist 8e of° n ah about 17 Rupees for each School*. There have
such Schools been established 55 Circles, embracing 158 indigen-
Behar, 61 IU Cuttack ous Schools established in four Districts; and there
or Assam, have been twelve itinerant Teachers employed in

indigenous Schools in six other Districts. In six Districts payments
have been made to indigenous School Teachers for improvement
in their pupils at the rate of one Rupee a month for every ten boys
under instruction; besides rewards for success given to such Teachers
in eleven other Districts; and ten Scholarships have been provided
of four Rupees each per annum to meritorious Vernacular pupils
in 32 Districts/’

Referring to the above statement, the Government of India re-
marked, under date the 17tli of May 1859, as follows:—

“2. His Excellency in Council readily admits that it is shown in
this Minute that effective measures have not been wanting on the
part of the Bengal Government for the encouragement of Vernacu-
lar education among classes lower in the social scale than any which
had been affected by the operations of Government previously to
the receipt of the Court of Directors’ Despatch of 1854; and he will
Iiave much pleasure in furthering the extension of those measures
as soon as the means of doing so are again available. The Governor
^General in Council gladly expresses his concurrence in the opinion
of the Liutenant-Governor that, for what has been done, credit is
due to the Officers of the Education Department in the Lower Pro-
vinces/’

Very little, if any, advance in these directions has until quite re-
cently been made owing principally to financial restrictions and
partly to a prolonged discussion which ensued between the Bengal
Government and the Government of India, in which the latter argu-
ed that it was not the intention of the Home Government that the
grant-in-aid system should be applied to the extension of this class
of Schools, but that any measures which might be taken should be
based on the principle of having the Schools under the direct
management and control of the Government. The Bengal Govern-
ment having taken a different view, had contemplated a system of
grants-in-aid to such Schools and had asked for a relaxation of the
Grants-in-aid Rules in its favor.

The Bengal Government maintained that the cost of any system
'of Vernacular instruction by the direct instrumentality of Government

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GOVERNMENT SCHOOLS

would make its general introduction impossible. It was argu-
ed that although cheap Schools costing, as in the North-Western Pro-
vinces, from Rupees five to Rupees eight per mensem each had been
to some extent found practicable in Behar and Assam, they were
not practicable in Bengal Proper. The great problem of a sufficient-
ly cheap system of Vernacular education through the direct instru-
mentality of Government remained the subject of discussion and
report till 1860, when the Lieutenant-Governor, writing with refer-
ence to previous correspondence and especially to a recent call for
a definite report of the measures desired to be introduced in connec-
tion with the Secretary of State's Despatch of 1859, propounded a
system the basis of which was the encouragement of the best of the
indigenous Schools by rewards to the Masters, supply of books, etc.,
a proportion of model Schools being also established and arrange-
ments being made for maintaining an efficient inspection. A more
particular description of the scheme will be found in another Note
prepared on the special subjects treated of in the Despatch of 1859.
It is sufficient here to note that the Lieutenant-Governor has pro-
vided for the introduction of the scheme in the Budget of the cur-
rent year, on which the following order was passed in the Resolu-
tion of the 12th September:—

“The chief portion of the increase, however, is to be found in
the item of Rupees 30,000, provided with the view of giving effect
to the experimental scheme for the education of the masses, propos-
ed by the Lieutenant-Governor in his letter No. 633, of the 19th
October 1860, for the inclusion of which in the Budget permission
was given in the communication of the 21st September 1861. Re-
garding this item as a special one, the Governor General in Council
is pleased to authorize the Lieutenant-Governor to sanction the
necessary establishments and expenditure within the limit of Rupees
30,000 for the current year, subject to a special report of the work-
ing of the scheme after the close of the year.”

North-Western Provinces

In the North-Western Provinces the upper stratum of Vernacular
education may be described as the Tehseelee Schools system. The
scheme was commenced in 1850, its operations being confined to the
first and second Circles of Inspection. The following description
of this class of Schools is taken from the Education Report of 1854-
55:—

“12. These Schools, located in towns, bring within the reach of
the children resident in the immediate neighbourhood, a more liberal

education than the ordinary Schools afford. Their location is deter-
mined by that of the Tehseeldaree, which is ordinarily selected, not
with reference to the size or importance, commercial or otherwise,
of any particular town, but chiefly with regard to a convenient and
central position in relation to the majority of the villages lying with-
in the limits of the Tehseelee, and consequently is frequently found
in villages which might with propriety be termed mere hamlets.
In such cases the attendance is necessarilv small."

The course of study is thus described in the Report of 1859-60:—

“115. The medium through which instruction is imparted is either
Hindi or Urdu, and in many instances both the Vernaculars, The
course of study comprises Reading, Writing, Grammar, Composition,
Arithmetic, Mensuration, Algebra up to Quadratics, the first four
Books of Euclid, the History and Geography of India, General
Geography, Ancient History, the Elements of Political Economy,
Planetable Surveying."

The system has spread very much since 1854. It is no longer
confined to the first and second Circles, but has spread over all the
five Circles.

Below the stratum of Tehseelee Schools exist two classes of vil-
lage Schools, viz. the Indigenous Schools and the Circuit or Hulka-
bundee Schools.

The former, though under Government inspection, are not under
Government management, and a notice of them and the result of
the efforts to improve them will more appropriately be made under
the next Section. It. is sufficient to note here that though consider-
able success has been achieved in the endeavour, it is regarded at
the best as a make-shift pending the introduction throughout the
country of the organized system of Hulkabundee Schools, which I
now proceed to describe. This class of Schools was introduced first
about 10 years ago. The villages were portioned off into circuits,
in each of which a School was established under the direct manage-
ment of Government. The salaries of the Teachers varied from
Rupees 36 to Rupees 60 per annum; and the expense was met by a
local contribution or cess nominally voluntary. The cess is calculat-
ed in different ways in different districts. The Collector either de-
termines the number of Schools on the area and population of the
district, and distributing the cost of maintenance over the revenue
deducts an equivalent percentage; or he may consider one per cent,
on the revenue a fair cess and adapt his expenditure and number

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GOVERNMENT SCHOOLS

of Schools to the amount which this percentage realizes; or he may
take into account the wants and capabilities of the several circuits
and deal separately with each. In all this he is presumed to have
the consent of the people who are so assessed. It has recently been
attempted to put the system of local assessment on a more secure
footing. The late Lieutenant-Governor, Mr. Colvin, recommended,
and the Court of Directors sanctioned, the imposition of a one per
cent. School cess in all new Settlements, to be so calculated as to
fall half on the Proprietor and half on Government. The Rules
promulgated for guidance in this respbct are included in what are
known as the “Seharunpore Settlement Rules”. The following re-
marks by the Inspector of the second Circle, extracted from the Re-
port of 1861-62, refer to the different systems on which the cess is
based:—

“It forms a permanent levy in some districts; in others it awaits
the expiry of current settlements; in others the Zemindars voluntarily
subscribe 1 per cent, on the Malguzaree Jumma ; in others the cess
is levied so that one-half falls on the Zemindars, and one-half on
the State; in others nothing has been done; and in all the legality of
procedure seems to be questionable.”

In his Report for 1858-59 Mr. Reid writes:—

“The Circuit School system, wherever it has been introduced
has revolutionized popular education. It has trebled or quadrupl-
ed the attendance at School. It has introduced useful and instruc-
tive studies, and an efficient organization in place of an utter absence
of books without any system. It has improved the status of the
Teacher, has rendered him independent of “individual caprice, and
has placed the School on a more permanent footing”. In the Re-
port for 1860-61 it is further observed that the system “is gradually
spreading, and will before long cover the land”. The present con-
dition of the Hulkabandee Schools is thus described in the Report
for 1860-61:-

“The Schools are very unequal in merit. Those in the 1st, 2nd
and 3rd Circles are, in many instances, superior to many of the
Tehseelee Schools in those Divisions, while a large proportion of
them are better than the Tehseelee Schools in the Saugor and Ner-
budda Territories. The average attendance per School, which for
the whole North-Western Provinces is 21*6, ranges from 4:7 in Seonee
to 42:8 in Etawah.”

The following remarks taken from the Report of 1861-62 may
also be added:—

“1. The results to be considered in this Section go to prove that
the system of popular Vernacular education, which has been on
trial for 12 or 13 years in these Provinces, and has been regarded
with interest, or taken as a model by other Governments, is extend-
ing its usefulness year by year. Its stability and aptitude for internal
development and improvement is no longer doubtful, but the need
of a vigilant system of inspection, and particularly of local encourage-
ment, to aid the work of the Departmental Officers, is strongly mark-
ed, and is a feature peculiar to the country. The prosperous estab-
lishment of the Etawah District Schools is a proof of what may be
accomplished by local encouragement; but the state of those Schools,
as reported on by the late Inspector of the 2nd Circle in December
1861, shows the absolute necessity of an organized departmental
supervision.

“2. The extension of the Hulkabundee School system over every
district in the N.W.P. is a matter of time. When that is accomplish-
ed, a very considerable proportion of the School-going class will be
brought under our direct teaching. At present strange contrasts
exist; for instance, in the rich district of Bareilly, to the north, there
is not a single Hulkabundee School; in the poor district of Jhansi to
the south there are 77 Schools, with 2,202 boys and a fund available
for building purposes of Rupees 20,000. In many of the districts of
the Doab the Schools have been long established, and are increasing
month by month. In Furruckabad, one of the wealthiest, they are
just beginning to exist. In some of the famine-stricken regions the
Hulkabundee Schools maintained their vigour, whereas in more
favoured places at the same period they apparently fell away.”

There are not wanting, however, difficulties to contend with in
the maintenance and expansion of this system in connection with
the realization of the promised funds, as will be seen from the
following remarks taken from the Report of 1860-61:-

“105. Non-payment of the Teachers more frequent in the Saugor
Circle.— In the Saugor Division complaints of non-payment are fre-
quently preferred by the village School-masters. The zemindars, in
some instances, have declined payment. It is not always easy to
ueal with such cases. The Inspector has been requested to explain
to his Deputies that they shall, in no instance, take any measures for
the opening of a Village School where the zemindar does not in
the first instance come to them for assistance.”

SELECTIONS FROM EDUCATIONAL RECORDS

The Educational Officers all look forward to the gradual exten-
sion of the cess in the more permanent form in which it is now
fixed in districts undergoing re-settlement. In some instances, and
especially at certain periods of the year, it is difficult also to keep
up the attendance. The following remarks made by Mr. Griffith,
Inspector, 3rd Circle, in the Report of 1860-61, will illustrate this:—

“The bulk of the Hulkabundee scholars are agriculturists; their
time is most precious to their parents, and when the mangoes are
ripe, or the crops are being stocked, on no account they can be
spared: nay, each family has some cattle, and each family must send
a child to look after them and the more so since pounds have
been introduced in these Provinces. The agriculturist boys are
temporary visitors, and they flock to our Schools periodically, and
as the average is struck for the whole ye&r, it must be a low one for
the Hulkabundee Schools, if they are reported truly, till people
value education more than food and necessaries of life.”

Punjab

In the Punjab prior to the receipt of the Despatch of 1854, no
general scheme of primary education had been attempted. There
were only 35 Government Vernacular Schools scattered in the interior
of districts. Early in 1856 Mr. Arnold was appointed Director of
Public Instruction, and the organization of a general scheme was
commenced. Tehseelee Schools were established, and the attempt
made to preserve and improve the indigenous Schools throughout
the country. A one per cent, cess was introduced in some places,
and from the proceeds of it increased pay was offered to the Village
Masters on the condition of their conforming to certain courses of
study and rules. But this did not answer, as the villagers took ad-
vantage of it to attempt to throw the whole expense on Govern-
ment. The Hulkabundee system of the North-Western Provinces
was then tried, and has, after prolonged attempts to improve the
class of teachers, succeeded!. Recently grades of pay to the Masters
varying from Rupees 5 to 10 have been introduced. Several changes
have also of late taken place in the system. Up to 1860 the District
Schools were all, as in the North-Western Provinces, under the charge
of the Educational Inspectors aided by a large but almost worthless
establishment of Native Deputy and Sub-Deputy Inspectors. The
system worked badly. The Native agency, composed mostly of men
imported from the North-Western Provinces, had no local influence;
the returns furnished by them were untrustworthy; and their control
was altogether very inefficient. The remedy applied to this state of
affairs was the abolition of the greater portion of the Native Inspect-

GOVERNMENT SCHOOLS

ing Agency, and the transfer of the executive management of Verna-
cular Schools to the District Officers. About the same time the
charges on account of the Tehseelee Schools were transferred from
the General Revenues to the One per cent. Cess Fund, and in the last
Report (1861-62) a proposal has been noticed for abolishing the dis-
tinctive name of Tehseelee School, which now indicates no real differ-
ence in respect of status, as many of the Village Schools already excel
the Tehseelee Schools in the standard of the education afforded by
them. A new classification under the designations of “Town
Schools” and “Village Schools” is in contemplation. The scheme
of studies for Vernacular Schools has also lately undergone a com-
plete revision. During the year 1861-62 Rupees 73,864 was expend-
ed from the One per cent. Education Cess Fund on the erection of
45 Tehseelee and 491 Village School Houses.

Madras

In Madras very little had been done by Government up to 1855
for the extension of popular education. The operations previous
to that year are thus summarized in the Report of 1858-59:—

“The commencement of a system of Village Schools in a portion
of the Rajahmundry District supported by an educational rate; the
establishment of a few Schools of a very elementary character in the
Hill Tracts of Ganjam with a view to the instruction and civiliza-
tion of the barbarous tribes inhabiting those tracts; the establish-
ment of two Vernacular Schools supported by Government in the
District of South Arcot which may be looked upon as the commence-
ment of a system of Talook Schools which has since been introduced;
the institution of annual examinations open to candidates from all
Schools, on the result of which pecuniary rewards were given; these
comprehended the educational measures of Government at the period
to which I refer.”

Since that date it cannot be said that much has been effected,
though the extension of Vernacular education has not been alto-
gether at a standstill. The upper grade of popular Schools is now
represented in Madras by the Schools known as Talook Schools, the
character of which is sketched in the following terms in the Report
of 1859-60:-

“40. The course of instruction in these Schools rises from the
Tamil. rudiments of the Vernacular language of

Prose . — Panchatantra. t ^ 1e (a knowledge of the alphabet

Poetry . — Niti Neri Villakam. ^eing required on admission) and of
Grammar. — Pope’s Third arithmetic, which form the subjects of

Grammar. instruction in the first or lowest class.

SELECTIONS FROM EDUCATIONAL RECORDS

or Telugu to the course noted in the margin

Prose, Niti Chandrica. which, if properly gone through, is suffi-

Poetry.— >Niti Sangraham. cient to im P art a g ood scholar-like know-

. ^ A „ - ledge of the Vernacular language of the

Grammar. - -An d r a V yakaranam ° „ . . ° . , ,

pupils, a fair acquaintance with the

English English language, a good knowledge of

Prose , — Supplement to the Arithmetic and of the Elements of Geo-

English

Serief °° k ° f LessonS? Insh metry and Algebra, a fair knowledge of

. _ , General Geography and of the leading

Poetry, — -Selections m English ° T . r \ r TJ * a c

Poetry, No. i. facts of the Histones of India and ol

England, and some acquaintance with the
lish Grammar published at outlines of Astronomy and the leading
Madras. principles of Political Economy. In the

Mathematics course of instruction laid down for these

Schools, it is prescribed that the study of
nTo^b^ revised PanS t ^ le English language shall be commenced
in the 2nd jclass and prosecuted in the
Colenso’s ; Elementajry higher classes; but owing to the

lish work to be used as a great difficulty which is still experienced m

Telugu° k Sch^ls^uruil °a P rocuri n g competent teachers, it has been
Telugu version is prepared, necessary to omit that language entirely in

Mathematics

A rithmetic, — Colenso, Parts

I and II to be revised.

Telugu version is prepared, necessary to omit that language entirely in

_ m some of the Schools, while in others the

Geometry — Translation of _ . .

Lund’s Geometry. teaching is necessarily very indifferent.

History The returns show that the English langu-

. age was taught in 62 out of the 72 Schools
England. —Tamil translation . ° r t ,

of Morris’s History of Eng- m operation at the close of the year; the

land.Morris’s History of En- num ber of pupils under instruction in it

gland to be read m English _ r r Q ,

in Telugu Schools until being 1,701 out of 3,335, the aggregate

a Telugu version is ready. number cf pupils on the rolls. In all other

Geography. — Manual of Geo- subjects than langauge, it is prescribed

graphy published by the that the instruction in these Schools shall

South Indian Christian _ . t , t

School Book Society, to be be imparted entirely through the medium

used as a text book. of t he Vernacular language of the District;

Astronomy.— Hall’s Outlines and this rul e has been generally observed,
of Astronomy. except in Malabar, where the want of

Political Economy. — Adaptation Malayalam School books has until lately

on Matters" by 0 ^! caused the rule to be reversed in practice;
Govinda Rau. everything, except the Vernacular, having

been taught through the medium of English.”

As regards the lower grade of popular Schools, but little has
been done by Government by its own direct instrumentality. The
elementary Schools noticed above in the Hill Tracts of Ganjam are
still kept up, and a few Yeomiah Schools in the Nellore and Arcot

GOVERNMENT SCHOOLS

5 *

Districts, legacies of the former Mahommedan rule, continue to be
maintained. The system of Village Schools supported by a local
educational rate in the Rajahmundry sub-division of the Godavery
district still exists. In short, no new fields of elementary education
under the direct instrumentality of Government have been taken
up. This is due mainly to the peculiar facilities offered in the
Madras Presidency for the extension of such education indirectly
through the grant-in-aid system. Missionary and Educational Socie-
ties have there taken in hand elementary education to an extent un-
equalled in any other Presidency, and the Government has conse-
quently worked through them. This subject will be noticed pre-
sently in the next section of this Note. It is mentioned here only
to account for the small progress made in popular education by the
direct instrumentality of Government. The educational rate system,
which has been already mentioned, as having been commenced in
the Rajahmundry sub-division shortly before the new arrangements
consequent on the Despatch of 1854, was considered for some years
to be working well, and proposals were frequently made for its ex-
tension to other parts of the country. But the uncertain nature of
the support on which it rested has latterly become apparent. The
idea that the cess was purely voluntary has been, if not entirely
exploded, at least considerably shaken. It has since been reported
to have been organized with the aid of official influence, an influence
which, though legitimate in itself, was brought to bear on the people
in some instances by an unscrupulous Native Agency. The feelings
of the people have since in many instances been evinced by a repudi-
ation of so-called agreements and refusal of payment; and when, on
a reference from the Collector, it was recently decided that the en~
forcement of the promised rate against the will of the rate-pavers*
was illegal, it was apprehended that on the village communities com-
ing to know that the continuance of the rate would depend entirely
on their wishes, many of the Schools would be closed. In a recent
letter, however, of the 10th September, it has been reported that
“the result has been far more satisfactory than could have been
expected. Only eighteen Schools have been closed, while twenty-
one new Schools have been opened.” The basis of the system is,
nevertheless, confessedly unstable, and in the letter above quoted
the Madras Government has intimated its intention of bringing be-
fore the local legislature “a measure which having for its principal
object the maintenance on a permanent footing of the Village Schools
in the Godavery district, which for some years past have been sup-
ported by a rate, and the establishment of similar Schools elsewhere
to be maintained partly by a rate and partly by a grant from the

SELECTIONS FROM EDUCATIONAL RECORDS

public treasury, is capable of being applied to the establishment of
Schools of any grade, according to the extent to which the community
of the town or village taking advantage of the proposed enactment
may be willing to contribute for the purpose.”

Bombay

Prior to 1854 the Educational funds in Bombay were devoted
to the establishment of Schools maintained and managed solely by
Government. The most promising localities were selected; and as a
consequence the larger towns were provided for in the first place.
This system was forced upon the Board of Education owing to the
absence of any desire for education on the part of the people, but
it was found to be expensive. The expenditure began to exceed
the amount of the grant, and all further expansion became impos-
sible. From 1852 to 1854 very few new Schools were opened, when
in the latter year the Court sanctioned an increase to the Educational
grant. By this time an appreciation of, and a desire for, education
had grown up, and it became possible and expedient to establish
Government Schools with the condition that the Government ex-

penditure should be supplemented by voluntary contributions.

Thus originated the system peculiar *to Bombay and known as

*Note. — An account of the the “P artiall y* self-supporting system”
conditions on which a village which under the new rules has almost

SI a° b Sal?y OV se r if: taken the P lace of the Grant-in-aid system,
supporting School and of the One result of the growth of this system
K°So ES kSTS? that, in the earlier period, when .he

found in pages 50 to 58 of the Schools were founded and maintained
3ombay Report for 1855 - 56 . i oca i a jd, the larger and more

Practically the Committees wealthy towns were naturally first select-
SS d .hS ib in SS m °£,S -he poorer village communities being
thing, as a rule, is left to the left to provide themselves at a later

eminent dictates the studies, period, when local contributions were de-

appoints, removes and pen- manded. Thus unavoidably the degree of
sions the Master and practi- , . . , . , t ,

cally manages the School, encouragement which should have been

The Committee assess the afforded to the different classes of com-
commumty which they repre-
sent in the manner most munities was altogether inverted; the

raking^the” Kqu^sfte^fundsf lar S er Schools with a comparatively
Government generally pays wealthy and intelligent population were

the Schoo^thc^ defray S only P rovided with Schools at no cost of their
half the salaries of the Master own, while the village communities

Kpair A orth?Schoorhlu 3 e he naturally far less alive to the value of

education were called upon to furnish from

GOVERNMENT SCHOOLS

their more limited resources a la*£e por-

wre ?n h addkSnT?L e remain- tion of the expenses. The system spread
ing half of the salaries to be ra pidly; at the end of the year 1855-56

comm y u^it y : ntirely bY th£ there were 78 Schools of this sort, and dur-

ing 1856-57 113 more were opened. Then, however, the expansion

was suddenly checked by an order of the Bombay Government

prohibiting the opening of new Schools “pending a decision as to

what sum is actually available for the annual expenditure of this

Presidency.” This question was then the subject of correspondence

with the Supreme Government, and in connection with it arose

another discussion as to whether the partially self-supporting system

was in strict accordance with the scope of the Despatch of 1854.

The principle of the system was at first condemned by the Supreme

Government, but subsequently, on receiving explanations which

went to show that it was substantially the same as the Grant-in-aid

„ „ system, the condemnation was withdrawn,*

* Letter No. 1004, , o u i c *

dated 29 th June but it was desired that no new Schools of that

l85S * class should be ooened without the sanction

of the Government of India.

After the check to the rapid expansion in 1857, the Department
occupied itself in the less interesting but more useful duty of conso-
lidating the organization of what was already at work. Defects have
been found in the partially self-supporting system which at first were
not apparent; and though the Director of Public Instruction by no
means coincides with the sweeping condemnation passed on the sys-
tem by one of the most experienced Inspectors, Mr. Hope, he admits
that “a considerable percentage of our partially self-supporting
Schools are continually in danger of dissolution through some village
intrigue or caprice.” He also admits that in many cases the pressing
persuasions of an over-sanguine Officer have given rise to Schools
where none were desired and where of course difficulties may be ex-
pected in maintaining them.

The following extract from the Report of 1859-60 may appro-
priately be inserted on this point:—

“14. Mr. Hope points to the improving attendance of the Guzerati
Schools as proving that they are really popular, and that ‘our ad-
vances have not been made in a manner distasteful to the people.*
This seems sound; but a very serious limitation is suggested by the
following passage:— ‘They have equally clearly testified their dislike
of the system, opposed to their habits and character, by which we

SELECTIONS FROM EDUCATIONAL RECORDS

seek to make them provide for it (education) by voluntary local ac-
tion. The most that could be expected of them is that they should
observe their agreements during the period specified in them, and
this they have in Guzerat as yet done. Nineteen of these agreements
have already fallen in, but in nine instances the people have fortu-
nately been prevailed upon to renew them for some little time
longer. The remaining agreements will fall in year by year. Whe-
ther, in the event of our system being maintained, the people will
be induced to renew them, or will refuse to do so, entailing on us
the loss of our labour and expense, and on their children a return
to the moral and intellectual ignorance from which they have been
so lately raised, is a problem which time must solve.’ ”

As already mentioned in a previous part of this Note, the better
class of Vernacular Schools in Bombay would have been more
appropriately ranked, had the means of selection existed, in the
grade above that now under notice. On this point the following
passage in the Report of 1858—59 may be quoted: —

“Our Vernacular literature is growing so fast, that in a few
years I hope the means will exist for infusing into our superior
Vernacular Schools a literary and scientific character that will
broadly distinguish them from mere primary Schools, and plainly
vindicate the right of their Masters to salaries on a higher scale
than would be appropriate to elementary instruction.”

The following passages from the Report of 1859-60 may also be
quoted:—

“150. Vernacular Education— The educational system of this
Presidency is remarkable for the great development of Vernacular
compared with Anglo-Vernacular and English teaching. English
education has, in fact, been starved in the interest of Vernacular
education. I believe there is no doubt that our Government
Vernacular Schools are the best, at least the most advanced, in
India.”

“151. Government will see that our superior Vernacular Schools
aim at giving a real education of a liberal character, in addition to
reading, writing, and arithmetic. The geometrical teaching com-
prises six Books of Euclid, which are published in Vernacular. The
Departmental Reading Books contain a great deal of miscellaneous
information; and in Marathi there is also the means of imparting
a scholar— like and literary training by means of Mr. Dadoba
Pandurang’s large grammar, the complete dictionaries of Major
Candy and Captain Molesworth, and above all by the Selections of

GOVERNMENT SCHOOLS 63

the Marathi Poets published for the Educational Department, and
the Marathi versions of Sanskrit Dramas by Mr. Purushram Punt
Godboleh. Historical books, too, are not wanting.

“152. The Guzerati Vernacular course does not yet admit of
being carried quite so high, and the commercial character of the
population is, perhaps, adverse to studies whose immediate utility
is not perceivable; but the poetry of Mr. Dulputram Dayabhai,
introduced into the Reading Series, is popular, and he is engaged
in preparing for me a Guzerati Chrestomathy, which will, I hope,
rival the Marathi Nao Nit. A further step in advance will be the
introduction of at least the elements of Sanscrit into all our superior
Vernacular Schools. In the Marathi course this is possible, and
indeed has been partially effected. From the almost total absence
of a learned class in Guzerat, the infusion of Sanscrit will there
not be so easy.

“153. I have resolved to give up the idea of giving a superior
course of instruction through the medium of Canarese. The
Carnatic dialect spoken in our districts is corrupt, and Marathi is
the language of educated men. The purely Canarese Schools,
therefore, are only designed to give a primary education.”

The following account of these Institutions is given in the
Administration Report of 1860-61: —

“Government having sanctioned the application of funds saved

Vernacular Education . ^ the cIosin g of Schools to the foundation
. of new Vernacular Schools, and the transfer

° c , ° 0 | S ^ rom one pl ace to another, a most gratifying increase
of Schools and scholars in the Central and Southern Divisions has
een the result. In this point of view the past year may be com-
pared with 1856-57, the year before the mutiny checked the expansion
of education. There has been a slight but marked decline in Guzerat
as regards the general results of Vernacular education. The explana-
tion is that several communities have refused to renew their subscrip,
tions to their Schools. In Sind there has been a most serious decrease,
attributed by the Inspector to the Income Tax, and the prevalence
of cholera, which caused several Schools to be closed. Some of these
will be re-opened. In all other districts but Guzerat and Sind there

f '" crease of Sch ooIs and scholars, the aggregate net increase being
125 Schools and 6,092 scholars.”

In March last the Bombay Legislature passed an enactment,
one object of which was to legalize the appropriation of Municipal
unds to the support of Schools. Some measure of this sort had
125 Dir. of Arch— 5.

04 SELECTIONS FROM EDUCATIONAL RECORDS

long been felt to be necessary in order to give stability to the
“partially self-supporting system.” No report of the working of
this Act has yet been received.

NORMAL SCHOOLS

Bengal

In Bengal four such Institutions for training Village School-
masters have been established — all since 1854. Stipends of from
Rupees 3 to 5 per mensem are given to the pupils.

North-Western Provinces

In the North-Western Provinces there are three Training Schools
at Agra, Meerut and Benares. The object in view is the training
of Village School-masters, and this object they are described as
fulfilling satisfactorily so far as their operations have yet extended.
The Meerut and Benares Schools were established in. 1856-57, and
the Agra School in 1858-59. The following account of these
Schools is given in the Report of 1860-61:—

“75. General Results— Since the submission of the Educational
Report for 1859-60, I have examined personally the Normal Schools
at Agra and Benares. They are still under the admirable manage-
ment of Mr. Sharpley and Mr. Tresham, and I had every reason to
be satisfied with their condition, and the progress effected during
the past year, in the course of which the Normal Schools at Agra,
Benares and Meerut turned out 565 teachers, of whom 113 gained
first class, 270 second class, and 182 third class certificates. Through
their means the Village Circuit Schools are supplied with teachers
competent to carry their pupils through the simple and elementary
studies prescribed. Without their assistance the establishment of
Village Schools, on a large scale, would be hardly possible.”

The following remarks of the Inspector quoted in the Report of
1861-62 give an idea of the extent to which the influence of the
Normal Schools have already spread:—

“Of 710 Hulkaburtdee teachers who came before me with their
Schools, in the course of my last tour of inspection, 496 had been
to the Normal Schools.”

PUnjab

In the Punjab there are eight Normal Schools, particulars re-
garding the establishment and progress of which are contained in

GOVERNMENT SCHOOLS

die two following Extracts from the Reports of 1860-61 and 1861-

"14. During 1859-60 nine Normal Schools had been opened, but

Organiza ion of sa,;rior one ’ vlz -> that at Peshwar was obliged to be
Normal Schools for train- closed for want of nunik nr*u r ^
i ag Vernacular Teachers. *1, T u ^ ^ Only two, viz .

, , ^ those at Lah ore and Rawul Pindee, were paid

rom the General Revenues, and possessed a fairly efficient staff of
Masters. The cost of the rest was defrayed from the One per cent
Educational Cess Fund, and for want of money they were organized

“/of' dl dT • Fr ° m thC 1St May 1860 the Educational

staff of all these Institutions was greatly strengthened, and more

efficient incumbents were entertained on better salaries. These

are all pald from the General Revenues, but the stipends of the

, udem, are defrayed from ,he One per cenf. cess. The refection

o teachers and candidates for leaderships who require instruction

m the Normal Schools is also now left to District Officers They

are responsible for sending in a certain auota of respectable^

mlm S - tr Tl 10n h T- CaCh DiStriCt ’ and t0 the Educational Depart-
ment is left the legitimate duty of training these men Pr -

ss: sb : HHHrr

sr d -

and’w'hen 11 IZ^to ^ ^ « V

•think it preferable that a 1 m™ 7 re q u ™g instruction, 1

-p ww p z:\\ s t bn,shii *

rr-r-rs for r* “

to being kept away from' th • rnacuIar tea chers are very averse

-ey c/„ he p ,„r.d tr r r in r cuitv ,hat

months at present. If there are tearbe 1 ^ * for even » «
Rawul Pindee Circle staJes lhn' y ’ “ the Ins P ector °f the
than six months, there is no obiec^TnioTT ^ Stay Ionger

the District Officer concurs in the r remainin 8'- provided

away from their own Schools Hereafter 7 7 beinS so lon °

.he advantages be deefved troffl

SELECTIONS FROM EDUCATIONAL RECORDS

light, and that on future occasions they will attend willing y or
a whole year. Several inducements have been held out late y o
secure the ready and cheerful' attendance of Vernacular teachers
at Normal Schools. Every student on entering is allowed one Rupee
towards the purchase of class books, and afi ter J 1 ™ 1 . examinat ; on £
receives one month’s pay of the grade of teachership the certificate
of qualification for which he may succeed in gaining. There are in
all ^ix grades, viz. three of Tehseelee and three of Village teachers
The former are of Rupees 25, 20 and 15; and the latter of Rupees-
10, 7 and 5 per mensem.”

(from the report of 1861-62)

“11 In the 14th para of my Report for 1960-61, I pointed out

“• r , . , n-m Wn intro-

several improvements that had been mtro-
Improvements proposed duced into the Normal Schools. During the
Umballa mal ^Circle 59 year under review they have worked on the

Lahore „

Rawal Piudee „

221 whole successfully, especially in the Lahore and
118 Rawul Pindee Circles. No less than S98

teachers or candidates for teacherships, as noted m the margin,
have obtained certificates of qualification of various grades, and m
several Districts the majority of Vernacular Schools are now supplied
with certificated teachers. As soon as our funds will admit of it,
though I should be glad to place the Educational Staff of our
Normal Schools on a far better footing, each of the large ones,
beginning with that at Lahore, should be supplied with a really
good European or Eurasian Head Master, who must be a competent
mathematician, possessing some acquaintance with the training
system, or, at any rate, experience in teaching, and a thorough
colloquial knowledge of the Vernacular. If a sufficient salary were
offered, the difficulty of finding a suitable person for the post could
be overcome. The inducements held out to teachers, as explained
in paragraph 14 of my last Report, to attend the Normal Schools
have effected their object. These, coupled with the influence which
District Officers now exert upon the teachers who are directly under
their control, have pretty well removed all the obstacles which were
formerly encountered in securing their attendance.

Madras

Tn Madras there is one Institution at the Presidency founded
on a comprehensive plan, embracing the objects of training teachers
for Anglo-Vernacular as well as Vernacular Schools. There are
also five minor Institutions and two branch classes in the interior,
having only the latter object in view. The system of having one
central Institution with outlying branches is said to work well.

GOVERNMENT SCHOOLS

-especially with the complete organization which has been given to
.the central Institution at the Presidency town. The central Institu-
don was founded in 1856. The following account of its state and
present organization is given in the Report for 1860-61:^

“The Government Normal School at Madras has lately received
4:wo important accessions in the appointment of a Second Assistant
1 raining Master, and of a Master for one of the two Elementary
Schools attached to the Institution, the instruction of which has
hitherto been conducted entirely by the Normal students, with such
supervision as the Principal could afford them. In future, the
Normal students, when teaching in the Practising School, will have
the advantage of being constantly superintended by a trained
Master. The appointment of a Second Training Master has enabl-
ed the Director to form a class of European Military students, who
are being qualified for employment as School-masters in the Schools
attached to the European Regiments, where the services of trained
Masters are much needed. The School as now constituted consists
-of the following Departments:—

No. of Students or Pupils

I. English Normal Class

II. Preparatory Normal Class

III. Military Students’ Class .

IV. Vernacular Normal Class

V. Model School

VI, Practising School

VII. Vernacular Practising School

“The results of the year, as shown by the examination of
candidates for certificates, were not so satisfactory as those of former
years. The number of students belonging to the English Normal
-class who obtained certificates was only seven— two of the 4th class,
four of the 6th, and one of the 7th. The Principal considers
that the senior students last year were inferior to their predecessors,
as well as to those who have succeeded them at the head of the
School. In the Vernacular Normal class five students passed, one
in the 8th class, and four in the 9th.”

Of the five Provincial Institutions two were established in 1860-
^1 at Vizagapatam and Cannanore. The following account of them
as taken from the Report of that year:—

“9. Establishment of Normal School at Vizagapatam — Since the
close of the year a Normal School has been opened at Vizagapatam

68 SELECTIONS FROM! EDUCATIONAL RECORDS

for the benefit of the Schools in the Telugu country. Mr. Sickle,
lately Assistant Training Master in the Normal School at Madras,,
has been appointed Head Master, with a trained student from the
Madras School, who holds a certificate of the 4th grade as his
Assistant.

“10. Establishment of Normal School at Cannanore- Arrange-
ments have also been made for the establishment of a similar School
at Cannanore on the Western Coast, to supply the wants of the
Malabar and Canara Districts. This School is to be placed as a
temporary measure under Mr. Garthwaite, the able and active
Deputy Inspector of those Districts, no other trained Master
acquainted with the languages of the Western Coast being at present-
available. Mr. Garthwaite will be aided by two Assistants, one of
them a trained Teacher who left the Madras Normal School at the
end of 1859. ”

Of the three older Institutions the following account is given in:
the Report of 1860-61:—

“8. Provincial Normal Schools- In the Provincial Normal Schools
at Vellore, Mayaveram and Cheyur there was a considerable falling-
off in the number of students who passed for certificates, only ten
candidates having qualified against thirty-three in the previous
year. This, however, is in a great measure attributable to several,
students having deferred their examination with the view of qualify-
ing for certificates of a higher grade. The Vellore School is the
best of the three. That at Cheyur will shortly be transferred to
Trichinopoly.” ' i

SCHOOLS— FOR SPECIAL EDUCATION

No Institutions of this class under Government management
exist in Bengal, the North-Western Provinces, or the Punjab. The
four Institutions in the Madras Presidency referred to in the
statistical table are the Primary Medical School, the School of
Industrial Arts, and the Ordnance Artificer’s School at Madras, and'
the Industrial School at Negapatam. The three Institutions in
the Bombay Presidency are the Law Class at Bombay, the Engineer-
ing School at Poona, and the Engineering School at Kurrachee.

rnment Inspection

private institutions

°9

SELECTIONS FROM EDUCATIONAL RECORDS

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down as given to Government Institutions ,

PRIVATE INSTITUTIONS

In the Madias Report the Vernacular Schools in the Rajahmun-
dry sub-division, which are supported by a local cess, have been
regarded as private inspected Institutions; but to preserve uniformity
of classification, these Schools, like the corresponding Schools in
the North-Western Provinces and the Punjab, have been included
by me in the previous section as Government Schools, and have
been excluded from the present Statement. The majority of
inspected Schools receive aid or encouragement of some kind from
Government, there being only a few private Institutions whose sole
connection with Government is the inspection submitted to at the
hands of its Officers. The aided Schools are divided into two
classes. The one receiving aid under the “Grants-in-aid Rules”, and
the other receiving it in the shape of prizes, rewards, etc., to the
masters or pupils. The former only are properly termed aided
Schools; the latter are composed of the Indigenous Village Schools
which it has been attempted to improve by various modes of
pecuniary encouragement combined with inspection. Of these
two classes separate notice will now be taken.

Allusion has already been made, in connection with the systems
of Government Vernacular education, to the measures taken in
some parts of India with the view of improving the indigenous
Village Schools. 8

Indigenous Schools

Bengal

The plan adopted in Bengal is described as follows in the
Report for 1855-56:-

“26. In many of the districts we have adopted a system under

which the Indigenous

ShahaLd, a Behar, C Monghyr l Rs - 54oayearfo : Schools are periodically

and Bhaugulpore j cacil district. examined, books lent to

Tr„^? dea ’ , Burdwan,\Hs. 450 a year them, and money re-

Hooghly, and Midnapore /for each district. wards given to such of

Baraset /for each district. the teachers and pupils

Jessore and Dacca \Rs.i, 200 a year as ma Y a Ppear to deserve

/ for each district. them. The sums sanc-

Kamroop in Assam \ Rs * 5oo for the tioned by Government

/ year. r , .

tor this purpose are as
noted in the margin.

“27. The most promising Schools in the 24-Pergunnahs Baraset
Jessore and Dacca, have been formed into sets or circles of 3, 4 or

Jessore and Dacca
Kamroop in Assam

72 SELECTIONS FROM EDUCATIONAL RECORDS

5 according to circumstances; and to each circle is attached a qualifi-
ed teacher who is paid by Government Rupees 15 a month, and
who goes about from one School to another instructing the Gooroo-
mohashoys’ in their duty and the more advanced boys of each
School in the higher subjects of instruction. Rewards are bestowed
on the Gooroomohashoys and boys half-yearly, in proportion to
progress exhibited. Of these Schools there are to be 60 circles in
the four districts, at a total cost of Rupees 1,500 a month; as yet
37 circles have been successfully organized.”

The following paragraphs of the Report of 1856-57 describe
other analogous plans:--

“41. A system closely resembling the above, but on a less
expensive scale, is that under which, in each
baTMonte, S Pama', of the Behar Districts named in the margin.
Bhaugulpore two teachers are entertained for the purpose

of moving about among the Indigenous Schools and instructing
the teachers in their duties.

*45. In the Districts of Assam a system is under trial, under
which to every Village teacher who keeps up a tolerably efficient
School, under the general control and influence of the Inspector, a
subsidy or grant is given at the rate of one Rupee a month for
every ten boys under instruction. Sufficient time has not yet been
allowed for judging of the effect of this measure.

The following extract from the Report of 1858-59 shews the
extent to which these plans had been carried out at that time:—

“There have been established 55 circles, embracing 158 Indi-
genous Schools established in four districts; and there have been
12 itinerant teachers employed in Schools in six other districts. In
six districts payments have been made to Indigenous School
Teachers for improvement in their pupils, at the rate of one Rupee
a month for every ten boys under instruction; besides rewards for
success given to such teachers in eleven other districts.

By the latest returns (1859-60) there were, as shewn in the
Tabular Statement, 197 Indigenous Schools under improvement
with an attendance of 8,707. i

It may not be out of place here to quote some passages having
reference to the actual state and character of these Indigenous

PRIVATE INSTITUTIONS

73-

Schools, which it is the object of the above measure to improve.
The following is taken from the Report of Mr, Woodrow, Inspector,
Eastern Bengal, given in the Education Report of 1859-60:

“The state of Vernacular education, when uninfluenced by the
supervision of Government or of Missionaries, is still the same as

-, 7 in 1835, when Mr. Adam made his first report
Present sa e of Verna- , t . T , _ . , , r

cular education amorg upon the subject. It had remained the same

t he masses during many centuries before. At page l(k

of his first report, Mr. Adam describes the course of instruction in
an Indigenous School, and the same words are still applicable.
The boys in Bengal still begin their writing at 5 or 6 years of age.
They learn to trace on the ground with a short stick the first five
letters of the Bengali Alphabet, and on doing these properly they
are promoted to the use of palm leaves. Each strip of leaf is about
three feet long and two inches wide. Twenty of the strips are
purchased for a pice (about a farthing and a quarter). Beginners
only write one line on each strip in letters an inch long. More
advanced children write two lines in letters half an inch long. After
the use of palm leaves for about a year and a half, the boy is pro-
moted to the use of the plantain leaf. Plantain leaves are used
for sums which are commenced after one or two years' drilling in
the multiplication tables. Mr. Adam mentions sand trays as being
used in writing for beginners. I never met with such trays in
Bengal, though I have seen them in the Upper Provinces. In
Bengal sand trays, maps, forms, chairs, tables, desks, globes, galleries*
and all the apparatus of a School are unknown. The boys squat
on the ground usually in two lines without much order, and the
Guru sits on his heels on a low stool or a plank two feet square;
frequently he has only a small mat. The richer boys bring in
School every day their own mats tucked under their arm. The
poor boys have no mats. All the children bring their own pens,
inkstands and palm leaves. They make their own ink at home of
rice water and charcoal or charred wood. A piece of cotton cloth
is put inside the inkstand to hold the liquid like a sponge. The
bamboo pen being pressed on the cloth, takes up a little ink
scarcely enough to complete two letters. The incessant replenish-
ing of the pen makes the boys marvellously quick in dipping the
pen into the inkstand. The inkstand is placed close to each boy's
foot and is perpetually being upset. In the course of two or three
hours, little boys get their faces and hands blackened all over with
ink. There are no classes. Each boy is taught individually by the
Guru; sometimes the help of two or three of the elder boys is used
in teaching the younger boys. At the close of each day the boys-

PRIVATE INSTITUTIONS

SELECTIONS FROM EDUCATIONAL RECORDS

all stand outside the house and sing or shout out the multiplication
table. Books are seldom, if ever, used, and reading is not taught.

“The greatest extent of study is to write out an application for
an appointment and some lines in praise of Doorga or Krishna, to
make out a bill, and to keep native accounts.”

Speaking of School apparatus, Mr. Woodrow adds at page 23:—

“From these and such like indications, I believe that our Schools
will produce good results with very imperfect apparent* Even
now in some Schools a round earthen pot, costing one farthing,
serves for a globe; a black board is made of a mat stiffened with
bamboo splints and well plastered with cow’s dung. The brown
surface thus produced answers all the requirements of a black,
board If the walls of the School-house are made of mud, and wash-
ed as is usual in Hindoo houses with cow’s dung, the whole wall
serves as a black board and can be renewed every other day. I
expect to see the time when these brown surfaces will be universal
in Bengali School-rooms. The boys who draw maps, make their
own ink from charcoal, and their paint from jungle plants. Ji hey
also glaze the maps by rubbing them with a smooth stone.

The following description of the Village teacher given by a
Native gentleman is quoted by Dr. Lees in his letter of the 10th
October 1859:—

“Village teacher, or Gooroomahashy , generally writes a good
hand, knows how to cypher, and is perhaps versed in Zemindary
accounts; but he is a disseminator of false Philosophy, wrong
Grammar, and is a perfect ignoramus in Geography, History, and
all the rudimentary branches of study reauired in a good secular
education. His average wages are from 5 to 8 Rupees a month, he
collects them partly in money, and partly in kind. He has, more-
over, some perquisites in office, such as presents during the principal
holidays, and also when his wards are invested with the sacred
thread, or married.”

North-Western Provinces

In the North-Western Provinces also the plan of improving the
Indigenous Village Schools has been tried. The system was com-
menced by Mr. Thomason about 13 years ago. In the Report of
1859-60 Mr. Reid gives the following account of what is meant by
an Indigenous School:—

"141. Under this title are included (1), those Schools which are
maintained by private parties for the education of their own child-
, , ren > other boys being allowed to attend on

lndfgenousTchool? n P a 7 in g tution fees to the teacher; (2), those
which are kept by the teacher on his own
account, his livelihood being dependent on the Schooling fees paid
by his scholars, or it may be that he regards the instruction of
youth as a sacred obligation, and teaches gratuitously, either main-
taining himself from his own private means, or subsisting on alms
and charity.”

The scheme has been prosecuted with more or less success since
its first initiation by Mr. Thomason, but it seems to be generally
admitted that no very large amount of progress can be made under
it. In the Report of the year 1859-60 Mr. Reid gives the following,
description of these Schools:—

They are quite independent of us and beyond our control..
But by friendly inspection, and the distribution of prizes and re-
wards among those teachers and pupils who take up our books,
these Schools are largely influenced by the Educational Depart-
ment. I am unable to state to what extent our School-books have
been adopted throughout the Provinces, but I find from Mr. Gri-
ffith’s report that in the Benares circle out of 1,662 popular
Schools containing 12,702 boys, 135 with 1,669 boys have accepted'
our system of instruction and our books.”

The following remarks, in the Report of 1860-61, are rather less-
favorable:—

“The efforts made for their improvement are, I fear, seldom
successful. The teachers are independent of the department, and
prefer running along in the old groove to carrying out the sugges-
tions of their visitor.”

The uncertain condition of these Schools is noticed by Mr. Cann,.
(Inspector, 1st Circle), in the following terms:—

The existence of such Schools is entirely dependent on the*
whim and the caprice of the individual by whom it is maintained.
They are from their very nature ephemeral, being, in the majority
of cases, supported by one person or by some few individuals. The
teachers, in short, are often private tutors, rather than School-mas-
ters.”

7 6

SELECTIONS PROM EDUCATIONAL RECORDS

PRIVATE INSTITUTIONS

It will be seen from the Tabular Statement that there are 6,155
Indigenous Schools Under inspection in the North-Western Pro*
vinces with an attendance of 61,475.

Punjab

In the Punjab the system was tried to some extent, but appears
latterly to have been entirely abandoned in favor of the Hulka-
bundee system.

Madras

The Madras Government, on the other hand, are just commenc-
ing the system. Sanction was given in July 1857 to the adoption
of a scheme for the improvement of Indigenous Schools in those
districts in which the Ryotwar form of revenue system prevails. The
main features of the scheme was that of rewarding by a grant of
books or money any Village School-master who might pass a pres-
cribed examination. The introduction of the scheme was delayed
pending the organization of Normal Schools which were considered a
necessary auxiliary to it. The following remarks on the progress
♦since made are extracted from the Education Report of 1859-60:—

"63. I stated in my last report that I was unable to report any

progress in the scheme sanctioned in 1857 for the

Plans for the improvement of the Indigenous .Village Schools.

improvement of An attempt to bring it into operation by changing
the Indigenous , r „ _ _ . r , . ,

Village Schools the grant of books into a grant of money, which

was made in 1859, has as yet been equally unsuc-
cessful. Another plan for the improvement of these Schools, which
during the year under review has been tried on a small scale by
Colonel Pears in the Coimbatore District, appears to promise fairly.
Colonel Pears describes it as follows:—

" ‘As the plan which had been proposed for the improvement of
Village Schools had proved inoperative, owing, as I believe, to its
being too strict in its requirements, and too refined for the class of
persons upon whom it was intended to act, it had occurred to me
that something might be done by adopting a plan which should not
aim quite so high, but should be more simple in operation/

“ ‘I accordingly directed Sivan Pillai (who is an untrained School-
master, possessing considerable zeal and intelligence, but of average
attainments), to take the inspection of Village Schools in four
talooks iti Coimbatore. I told him to make it his principal bush
mess to conciliate the village masters, to point out to them the

advantages of the European methods of teaching, to encourage the
younger among them to avail themselves of the Government No rm a]
Schools, to carry about with him a stock of our School books for
sale, and to shew the village masters how to use them. He was to
furnish me monthly with a full account of his work together with
certain statistics of the Schools under inspection. The result has
been that from November 1859 to 31st August 1860, he has had
under his inspection forty-two Village Schools. The masters of
twenty-five of these have declined availing themselves of his advice
or help. The other seventeen he has completely reorganized, and
in them an attempt at least is made to teach after the European
method. Three or four out of these seventeen were, in fact, insti-
tuted by Sivan Pillai at the request of the villagers. Among these
is a Female School at Coimbatore, which numbers 23 pupils. The

standard of instruction in these Schools is of course very humble

reading, writing from dictation, the elements of grammar and arith-
metic, and (in some cases) of geography. I inspected two of them
when I last passed through Coimbatore, viz., Royapalli’s School and
the Girl s School (both in the town of Coimbatore). Royapalli's
School is probably the best under Sivan Pillai’s inspection and is
equal to some of our Talook Schools. The girls, too, were making
very satisfactory progress. I purpose inspecting as many as possible
Tvhen I pass through the district again next month. Perhaps the
most important part of the results of Sivan Pillai’s work is the number 1
of School books which he has sold to Village Schools within ten
months. I annex a list of these. Their total value is Rs. 226-13-0.’ ”

The following notice of the scheme is taken in the Report of
1860-61

“26. Plan for the Improvement of the Indigenous Village Schools -
In the last Administration Report mention was made of an experi-
ment which was being tried in the Coimbatore District, for the im-
provement of the indigenous Schools by the employment of organiz-
ing masters whose business it is to conciliate the Village School-
masters, to supply them with useful books and instruct them how to
use them and how to classify their pupils. The Inspector has been
authorized to give further extension to this measure, to make small
periodical grants to such of the Village Masters as place their Schools
under inspection, and manifest a desire to follow as far as they can
the advice tendered to them, and use the books in use in the Govern-
ment Schools. The grants are to depend on the number of pupils
able to read intelligently, to write fairly from dictation, and to work
sums in the first four rules of arithmetic . If this plan should prove
successful in Coimbatore, it will be extended to other Districts.”

?8 SELECTIONS FROM EDUCATIONAL RECORDS

Bombay

No attempt to improve the Indigenous Vernacular Schools in
Bombay seems to have" been made. The partially
system under which Vernacular education is largely carried o ,
to speak, under the direct management of Government has, P« <JP'
rendered unnecessary any such system as has been purs
places.

The other class of inspected Schools consists, as has ^eady been

explained, of Schools aided by Government under the

aid Rules.

aided schools
Bengal

In Bengal it has been applied not only to Institutions of the
higher and middle classes, but to a large extent to Schools of
the lowest order. Much correspondence has taken place in regar
to the applicability of the system to the latter class. The Bengal
Government endeavoured to adapt the system to the extension of
popular education, and was compelled to advise some modificatio
or relaxation of the principles on which the system was based. The
fact was that, although Vernacular Schools were not expressly bar-
red from taking advantage of the Grant-in-aid system,, it was
unsuited to them, the special object in view having been tne promo-
tion of education of a higher order.

In the Secretary of State’s Despatch of July 1859 an absolute
prohibition was given, as regards Bengal, to the further application
of the Grant-in-aid system to the extension of primary education.

The extent of the operation of the Grant-in-aid Rules in Bengal
will be found in the General Statement already given, excluding o
course the Indigenous Schools already noticed, which do not come
under the ordinary Grant-in-aid Rules. The result may be repeat-

ed here as follows:—

No.

Pupils

Grants-in-

Superior Schools

3;255

aid

Rs.

19,820

Interior Schools

34*

16,123

55,979

Special Institutions

7,242

To al

365

19,402

83,041

PRIVATE INSTITUTIONS

The following remarks are made in the Report of 1859-60 on the
subject

“60. The reports of the Inspector shew that the Schools receiving
Grants-in-aid are generally in a satisfactory state.
AiJed Schools J ud g ed by the standard of Government Schools of
the same class in which the Teachers are Govern-
ment servants, and the local management is directly subjected to
Government control, they must no doubt receive a comparatively
unfavorable verdict; but regarded independently or in comparison
with Schools under unchecked native management, they may be
considered on the whole to be achieving decided success. This is
-especially true of those of a superior class, in which English is
•either made the medium of general instruction or is taught simply
as a language. To secure for their children a knowledge of our
tongue is the one object for which, as a rule, the people are willing
to pay, and for this they will not unfrequently incur an expense
which would seem altogether disproportioned to their means.”

It may be noted' here that the “Committee for the improvement
■of Schools” whose report was submitted in 1856 pointed out that
the great bulk of the Anglo-Vernacular aidled Schools in Bengal
were in status and object of an intermediate character between the
purely Vernacular Schools and the English Zillah Schools. The
Committee observed as follows

.. “ They arC the rSSUlt ° f the increasin g desire which manifests
itself among the middle classes to obtain an English education for
their children, and are set on foot by persons who living at a
•distance from the Sudder Station, and who, being of compara-
tively humble means, are unwilling to send their children to a
distance from home for their education, and unable to pay the
high rate of Schooling fees levied in Zillah Schools. The persons
whose children resort to these intermediate Schools are mainlv
tradesmen, petty talookdars, omlahs. Sec., who are able to pay
a schooling fee of about 8 annas a month. They have generallv
one of the two following objects in view:- Either to enable their
children to prepare themselves for entering the higher English
Schools, after obtaining a knowledge of the elements of the sub-
jects there taught, and so to avoid the necessity of sending them to
t e Sudder Station or to another district during their earlier years;
or in the second place, to enable them to obtain as much know-
iedge of English, and no more, as is sufficient for becoming
125 Dir of Arch .-^6

SELECTIONS FROM EDUCATIONAL RECORDS

inferior clerks, copyists, salesmen, hawkers, 8cc„ without resorting:
to the Zillah School at all.”

They further observed as follows

“3 The Committee are unanimously of opinion th .^
time, strengthen the faculties of the min .

system the Schools in question merely serve to create a cl P ^

sons who while too ignorant of English to be able t
higher position in life, and possessing no ^nowted^ ^
training which would enable them to exercise a healthy or enl '« ht
„g influence on those around them. are. in consequence of tte
superiority which their English School education gtve them m t
„w P „ eyes, unwilling to follow the calling of then a hers and are
consequently discontented with their position in life. The num
ber of this class of Schools, it may be observed, is increasing rapi J
under the Grant-in-aid Rules.”

The Committee admitted that the desire of gaining an English-
education^ was the basis on which these Schools «em ^n, a, net
but they recommended that in the future distribution of Grants-
encou-agement should be withheld from those Schools which refuseo
m adop® the principle enunciated b, them drat Engltsh should
in that grade of Schools be taught as a language in the same vay a
French fnd German are taught in Schools in England and should
not be made the medium of instruction. The principle, m s 101 ,
was that the English language should not be used as a medium to
conveying the ordinary knowledge bearing on the daily ^ts and
occupations of life required for the education of the youth of the
couinry generally. The same principle, as has been already
noticed, was recommended with reference to the lower grade of
Government Zillah Schools.

North-Western Provinces

In the North-Western Provinces the operation of the Grant-in-aid
Rules has been confined for the most part to the encouragement of
Anglo-Vernacular Institutions established by Missionaries. Of tie
nine Institutions in the following Table all but one (Joy Narain s

PRIVATE INSTITUTIONS 8 1

College at Benares) belong to Protestant or Roman Catholic Mis-
sionary bodies. I

In Madras the Grant-in-aid Rules have been made use of for
the promotion of primary education, but under peculiarly favour-
able circumstances. In that Presidency Missionary and other Edu-
cational Societies have taken in hand elementary education to an
extent unequalled in any other Presidency. The Church Mission-
ary Society, the London Mission, the German Mission, and other
similar Societies have established Mission Schools not only in the
Presidency Town and its neighbourhood, but in the interior, the
majority of which are designed specially for the promotion of
primary instruction. The following Statement exhibits the extent
to which the system is in work as given in the Report of 1860-61:—

No. Pupils Grants

322 13,109 Rs. 35,000

It will be observed that the number of Grant-in-aid Schools
given above is greater than the total number of inspected Schools
given in the General Table. The statistics entered in the General
Table were taken from the Report of 1859-60, owing, as has already
been explained, to the absence from the Report of 1860-61 of the
usual Statistical Tables prescribed by the Government of India,

g2 SELECTIONS FROM EDUCATIONAL RECORDS

from which alone all the information required for the General

Table could be obtained.

Bombay

In the Bombay Presidency the operation of the Grant-in-aid system
strictly so called has been limited in consequence of the wide exten-
sion of a system substantially the same termed the partially self-
supporting system. Considerable confusion exists m the Bombay
Reports wherever reference is made to the Grant-in-aid system,
that it is almost impossible to tell the extent to which it is really in
operation In a tie (D) at the foot of the General Statement the
mode is explained in which the figures drere given toe ton Reduc-
ed, viz. by adding up the sums entered as received f
ment” in the accounts of the several Institutions classed as Private
The following list of aided Institutions is similarly compiled, those
oX of the private inspected Institution, bemg included the
account, of which receipts from Government are exhrtated.-

XTn . Perils Gr^rts

Superioi Schools
Inferior Schools
Special Schools

Total

33>°49

The results exhibited in the several Statements of aided Schools
may be amalgamited as follows:—

Bengal (1859-60)
N.W.P (1861-62)

Punjab (1861-62)
Madras (1860-61)
Bombay (1859-60) .

Total

No.

Pupils

Giants

Cost to Govt,
of each
pupil

365

19.402

Rs.

83,041

Rs.

4*2

1.318L

14,372

7'4

3 °

2,913

29,698

10 • 1

322

13,109

3 5 .oco

2- 6

3,087

33 .C 49

10' 7

772

40,429

1,95,16c

| Average 4 ’ &

PRIVATE INSTITUTIONS

Before passing from the subject of Grants-in-aid, it may be well
to notice the different rules for the operation of the system which
are in force in the different Presidencies.

The Bengal Rules were approved by Government in January
1856. A copy of them is to be found/ in Appendix B of the Report
for 1855-56.

The main features of these Rules are:—

ls£.— That the aided School shall give “a good secular educa-
tion.”

2nd.— That (except in Normal Schools) some fee, however small,
be required from the scholars.

3rd.— That the Grants shall be appropriated to specific objects,
such as salaries, books, scholarships, building, etc.

4*/z.-No Grant to exceed the sum expended on the Institution
from private sources.

As a ‘General Rule’ the Bengal Government declines to ‘grant
money for the construction of School houses’ on the ground that it
is an objectionable application of the principle under which Grants-
in-aid are given for Government to contribute to the cost of erecting
houses for Schools to which a pecuniary allowance has been awarded
under the Grant-in-aid system.’

The Rules in force in the North-Western Provinces being a
modification of the previous rules adopted in September 1855, were
published in 1858. A copy of them is to be found in Appendix D
of the Report for 1856-57-58. The only material points in which
these rules differ from the Bengal rules is that in the former fees
must be paid by at least 3/4ths’ of the Pupils; those exempted from
payment being bona fide indigent, whereas the Bengal rules require
that fees be paid by all. 1

In Madras a set of revised rules was published in August 1858,
(Appendix E, Report of 1858-59). They differ from the Bengal rules
principally in the following points:—

1st .-Fees, except in the case of Normal and Female Schools must
be paid by at least 4/5ths of the scholars, and not, as in Bengal, by
all the scholars. 1 ,

2nd— Grants-in-aid of salaries are to be given according to a
fixed scale of certificates obtained at examination by. the Masters
with the condition that the amount of salary paid from the funds

SELECTIONS FROM EDUCATIONAL RECORDS

of the Institution be double that claimable from Government. The
revised rules, however, so far as they relate to teachers* certificates,
have not been enforced in respect of Schools already in receipt of
grants when the revised rules were passed.

In Bombay a provisional set* of rules was published in the first

_ , . place in January 1856, which were in several

Report for 1856-57 points more strict than even the Bengal rules.

They were found unworkable, and a revised set approved by the
Local Government was submitted for the sanction of the Supreme
Government in June 1857. The Supreme Government, however,
declined to ‘make any change in the local and merely provisional
Grant-in-aid Rules in any Presidency until the time comes for pass-
ing, after due experience, a set of permanent rules applicable to the
whole of India/ The Bombay Government on this adopted the
Bengal rules, which are still in force.

It may be noted here, in connection with grants-in-aid, that in
the Despatch of 1859 the Secretary of State intimated) that, as a
general rule, the extension of English and Anglo-Vernacular Schools
should, take place only under that system; and, on the other hand,
that elementary education should be carried out by the direct instru-
mentality of Government, and not by grants-in-aid. These rules are
as yet absolute only in the case of Bengal. The opinions offered on
the point by the other Local Governments have not yet been disposed
of. In Madras a scheme has only lately been proposed for carrying
out a plan of local assessment under a sort of Municipal Act, the
local contributions so raised being supplemented by grants-in-aid
from the State. Provision has been made for this in the Madras
Budget for the current year. Provision has also been made by the
Governments of Bengal, the North-Western Provinces, and the Pun-
jab for a very considerable extension of higher and middle class
education under the Grant-in-aid Rules. The increases estimated
by these three Governments are as follows:—

Estimate of
1861-62}

Estimate of
1862-63

Increass

Rupees

Bengal

1,04,388

1,60,060

55,672

Northwestern Provinces

I 4>372

25,000

10,628

Punjab

19,392

1 ,CO,OCO

80,628

FEMALE EDUCATION

Of the above increases, however. Rupees 60,000 in the Punjab and
Rupees 24,060 in Rengal are intended for application to European
and Eurasian Schools founded under tjie provisions of the Governor
General's Minute of October 1960. In the estimate for Bengal the
special grants to the Mission Schools of the Cossyah and Jynteah
Hills (Rupees 3,600) and to the Mission Schools for the education
of tfie Sonthals (Rupees 7,00G) have not been included. These are
instances in which, for special reasons, the principle of Vernacular
instruction through the direct instrumentality of Government has
been set aside in Bengal.

SECTION VI
Female Education

No special mention has been made in the Statistical Tables of
Temale Schools, but the statistics contained some Schools specially
devoted to Female education, and others at which Females attend
as pupils. The subject, being one of some interest, calls for special
notice here.

Bengal

In Bengal Female education has not yet been attempted by the
■direct instrumentality of Government, and does not seem to flourish
under the aid system. The following paragraphs from the Report
of 1859-60 describe its condition:—

“83. In the ‘Girls* Schools connected with this Department no
G -,, s , satisfactory progress is apparent. Two aided

lU " Ul 0 u ‘S' Schools in South Bengal and one in East
Bengal have been abolished during the year. From the Report of
Mr. Lodge it seems dtoubtful whether the two former had at any
time a substantial existence. The latter had declined in number
to less than 12 , and was altogether in so languishing a state, that
the Inspector felt it his duty to recommend that the assignment
made to it should be annulled. Eight Schools are still in operation,
"with an average attendance of 199 Girls; but their condition, as
reported to this Office, does not lead me to regard our efforts, in
behalf of Female education, through the medium of Schools, as likely
to be attended with any great success. It is right to state, however,
that Mr. Woodrow reports more favorably of two or three private
Schools in his Division founded and maintained by educated native
gentlemen, alumni of our Schools and Colleges.

SELECTIONS FROM EDUCATIONAL RECORDS

“84. The interest evinced by these gentlemen in the great cause
of the elevation and enlightenment of their countrywomen is a
hopeful sign of the real good effected by our educational system,
and I am far from wishing to discourage these and similar under-
takings; but in a country where girls marry at 4 years of age,
exchange their father’s home for their husband s at 8, and are
mothers at 12, it is not from Schools that any great success in this
direction can be anticipated. Those that at present exist are nothing;
better than infant Schools of an inferior class. They may, no
doubt, be improved, but the girls will still leave them as infants.

“85. To yield fruits of lasting value Female education must be
brought within the penetralia of home. It has already gained entr-
ance there, and we have reasonable grounds for hope that it is steadily,
though slowly, progressing. On this subject I quote the following
remarks from Mr. Woodrow’s Report:—

“ ‘From the exertions that are being made by many students of
the Presidency College to educate their wives and sisters at home,
and by statements which have been made by well-informed gentle-
men at the College Debating Society, I believe that Female instruc-
tion is steadily advancing. It takes the form of Zenana teaching-
It is impossible to obtain statistics of this mode of education, but
I am certain that it is spreading/

“Direct efforts on our part to hurry on this movement might be
liable to serious misconstruction, and would probably fail; but the
impulse has been given, and we may be content to trust to time,,
the greatest of all reformers, to consummate the work.

“86. I may here mention, in continuation of what was stated in
last year’s Report, that the orders of the Home Government have
been received on the reference made by the Government of India,
recommending ‘that a grant not exceeding Rupees 1,000 per mensem
should be made for the establishment of Female Schools in Hooghly,
Burdwan and the 24-Pergunnahs, — a portion to be expended in
assisting such Schools as were established by Pundit Eshwarchunder
Surma, and a portion in a few Model Schools to be supported by
the Government.

“It has been intimated that ‘Her Majesty’s Government cannot
entertain the proposal during the existing financial pressure, and
that its consideration must be reserved for a future occasion.’ ’’

FEMALE EDUCATION

North-Western Provinces

In the North-Western Provinces Female education by direct,
instrumentality was set on foot in several Districts* in 1856. The
♦Agra, Muttra, cost was altogether defrayed either by Govem-
Mynpoorie, Banda. ment or a School cess. The scheme was sup-
ported by the whole influence of Government and the outspoken
good-will of its highest Officers. The apparent success was corres-
pondingly great. It is thus described by Mr. Reid in the Report
for 1859-60:—

“146. In the commencement of 1857 there were in the Agra-
district alone 288 Female Schools, containing 4,927 girls (by the
Deputy Inspector’s Returns). The disastrous events of 1 857"
absolutely extinguished them, as well as the sixteen Schools with
303 girls in the Muttra district, three Schools with 54 girls in Zillah
Mynpoorie, and some few in the district of Banda.”

The Schools were not re-opened, and their success, which was
still regarded as real by the advocates of the measure, was charac-
terized by the Lieutenant-Governor as “ephemeral and factitious.”
The great fault in the experiment was alleged to be that inspection
by European Officers was not insisted on. Old men, moreover, were
placed in charge of the schools, as they alone could be trusted with
the care of Female pupils. These men were in many cases ignorant
and unimprovable. In the year 1859-60 the subject was again
brought forward, but this time on the plan of securing Female
Teachers aided by the zealous efforts of Thakoor Kalyan Singh, ontt
of the Native Masters of the Agra College and of good family, the
scheme was set on foot. The following account of its progress ir
given in the Report of 1861-62:—

“The plan adopted, under Mr. Reid's direction, by Thakoor
Kalyan Singh, of the Agra College, of training a class of native
ladies, belonging to the families of his kinsmen, as School-mistresses,
has resulted in the establishment of really useful Schools. They
are now 17 in number, and the average attendance at each is bet-
ween 17 and 18; and they have been long enough in operation to
promise permanency as well as efficiency. That the movement is
not without effect , on the vicinity is manifest from the fact that
many of the Government Hulkabundee Schools in the neighbouring
pergunnahs are now attended by girls as well as boys. Besides
proving the gradual disappearance of prejudice before enlighten-
ment, this is a remarkable evidence of the popularity of the Village

gg SELECTIONS FROM EDUCATIONAL RECORDS

Schools, and of the instruction they afford; and furnishes an
additional argument in favor of the need of what has already been
insisted upon in this Report, viz. the legalization of the Hulka-
bundee system.”

Besides the above Institutions mention is made in the Report of
two Female Schools in Etah supported by the Hulkabundee Fund,
in which about 91 girls and women receive instruction. In the
Mynpoorie District there are two Girls’ Schools, one attended by
"the daughters of rich and respectable Jains, besides many
Schools” in which boys and girls are taught together. In the
Shahjehanpote District there are four Girls’ Schools with 90 pupils.
While In that and other districts it is stated) that “the influence of
the Hulkabundee system is drawing girls as well as boys together
for instruction.” In addition to the above there are several Mission
Schools in the Provinces in which girls are educated.

Punjab

In the Punjab Female education appears to be making a satis-
factory adlvance. The following notice is taken of it in the Report
for 1861-62:—

"35. The number of Female Schools has risen from 38 to 52,
the number of girls on the register at the close
Female Schools of the year from gl2 to 1,312, and the daily

average attendance from 671 to 1,168. They are still supported like
other Vernacular Schools from the one per cent. Educational Cess
Fund, as mentioned in paragraph 43 of my last Report ”

Madras

In Madras Female education has not been attempted by the
direct instrumentality of Government, but it is carried on to a
considerable extent by private Schools, some of which receive aid
from Government. The following Statement shewing the extent of
Female education in the Madras Presidency is made out from statis-
tics given by the Director of Public Instruction in September

1859:-

No. Pupils

Giils’ Schools aided by Government .

Ohls Schools unconnected with Government

44 2 *°77

80 4 j 9 o 6

6,983

FEMALE EDUCATION

The above may be classified as follows:—

Mission Schools •••••* I0 7

Others 12

Native 5

124

Of the five Native Schools four owe tneir existence to the efforts
of Native gentlemen who have received their education at one or
other of the Educational Institutions in Madras.

Bombay

The following account of Female education in the Bombay
Presidency was given in the Special Report of October I860:—

‘‘Female education is, perhaps, somewhat more advanced in this
Presidency than in others.

“The remarkable abilities, business habits, and comparatively
unsecluded customs of many women of rank among the Marathas
before our time, and the modern practice of familiar intercourse of
Parsees with European Society, must tend to assist its progress.
There are Parsee and Hindoo Girls' Schools in Bombay, and the
European Officials, with some Native Bankers, superintend others at
Ahmedabad. There are also some small Schools in the Northern
Division, mostly owing their origin to private effort. It has hitherto
been the policy of this Government to follow for the most part, in
this respect, in the wake of such private effort, to afford approbation
generally and inspection, provided it is asked for. On some of its
own Native servants in the Educational Department, who have got
up small Girls’ Schools attached to the Boys’ Schools, it has bestowed
pecuniary rewards of a small amount.”

The following summary of the results of Female education in
the several Presidencies and Provinces may be given. The figures
have been compiled from such information as is available, and may
not be quite accurate:—

Government

Private

Schools

Total

No. of

Aver, a ge

No. of

Average

No. of

Average

Schools

attend-

ance

Sc bools

attend-

ance

Schools

atten d-
ance

Bengal

199

109

North Western Provinces

1 AQ

615

764

Punjab

1,168

484

1.652

Madras

, ,

124

6,083

978

124

6,983

Bombay .

162

1,140

Tot a 1

1 >479

i 175

9^59

278

1 10,738

124

SELECTIONS FROM EDUCATIONAL RECORDS

SECTION VII
Scholarships

The system which the Home Government recommended for
introduction in 1854 is briefly sketched as follows in the Despatch
of that year:—

“63. The system of free and stipendiary Scholarships, to which
we have already more than once referred as a connecting link
between the different grades of Educational Institutions, will require
some revision and extension in carrying o ut qijyr enlarged Educa-
tional plans. We wiSnto see the object pro-
Minute, November posed by Lord Auckland in 1839, 'of connec-

ff£’d l8 33 . Par3S ‘ ting the Zillah Schools with the Central

Colleges, by attaching to the latter Scholarships ^

to which the best scholars of the former might be eligible,’ more
fully carried out; and also, as the measures we now propose assume
an organized form, that the same system may be adopted with
regard to Schools of a lower description, and that the best pupils of
the inferior Schools shall be provided for by means of Scholarships
in Schools of a higher order, so that superior talent in every class
may receive that encouragement and development which it deserves.
The amount of the stipendiary Scholarships should be fixed at such
a sum as may be considered sufficient for the maintenance of the
holders of them at the Colleges or Schools to which they are
attached, and which may often be at a distance from the home of
the students. We think it desirable that this system of Scholar-
ships should be carried out, not only in connection with those
places of education which are under the immediate superintendence
of the State, but in all Educational Institutions which will now be
brought into our general system.”

Bengal

The system adopted in Bengal is described in a general way in
the following extract from the Report of 1859-60; speaking of Colle-
giate and Zillah Schools, the Director writes:—

“58. Their classes are yearly recruited from the Vernacular
Schools by the admission of those students who have succeeded in
gaining the Scholarships attached to Institutions of that class in the
Annual Examinations held by the Inspectors. One hundred and
sixty (160) of these Vernacular scholarships are annually available.
They are tenable in Zillah Schools for four years, and carry with
them the privilege of free tuition in addition to stipends of Rupees

scholarships;

■4 per mensem. By means of these Scholarships a clever boy who
commences his education in a Vernacular School may, by the exer-
cise of industry and perseverance, obtain admission to a 7illah
English School for four years free of cost, and with a stipend suffi-
cient for his maintenance; at the expiration of his Scholarship,
at 16 or 17 years of age, provided he be a lad of real ability and
energy, he will be prepared to present himself for the University
Entrance Examination, and if placed in the 1st Division, may be
awarded a Junior Scholarship of Rupees 10 per mensem, tenable for
two years at the Presidency College. When this expires it remains
for him to win a Senior Scholarship of Rupees 25 per mensem ten-
able for a further period of two years, and carrying him on to the
examination for the B.A. degree. With such advantages in pros-
pect, the Vernacular Scholarships are naturally highly prized and
warmly contested.”

The above account, however, was not intended to be a complete
exposition of the system. It requires both amplification and cor-
rection. The Vernacular Scholarships therein referred to were
first tried in 1855-56 in seventeen districts, ten Scholarships being
■given in each district. In the following year the system was extend-
ed to fifteen other districts, the same number (ten) of Scholarships
being awarded annually in each district. The next grade of
Scholarships is not noticed at all in the above description. It is
designated the Free Scholarship,” and is thus described in the
Report for 1856-57

43. Quite recently an equal number of ‘Free Scholarships’, or
Scholarships carrying with them no stipend, but only the privilege
of free tuition for two years in a superior School, have been sanction-
ed by the Lieutenant-Governor for the encouragement of pupils com-
ing from the Anglo-Vernacular Schools referred to in paragraph
27 of this Report. Had the times been more favorable, I should
have proposed that to these Scholarships also a small stipend should
be attached. This may perhaps be done hereafter.”

The Schools to which reference is made in the above are the
private Anglo-Vernacular Schools, which rank for the most part
considerably below the Zillah Schools.

The next grade of Scholarship is that designated the Junior
Scholarship. The rules for this class of Scholarships as amended
under date the 31st August 1861, are given below:—

Junior Scholarship Rules —" One hundred and s^ty Junior Scho-
larships are open annually, to be competed for in the University

SELECTIONS FROM EDUCATIONAL RECORDS

Entrance Examination by candidates educated in any School in the
Lower Provinces of Bengal.

“2. These Scholarships are of three grades— ten of the first grade
with stipends of Rupees (IB) eighteen per mensem, fifty of the
second grade with stipends of Rupees (14) fourteen per mensem —
and a hundred of the third grade with stipends of Rupees (10) ten
per mensem.

“3. With the sanction of the Director of Public Instruction, a
Junior Scholarship may be held at any one of the ‘affiliated' Colleges
which may be selected by the holder.

“4. Each Scholarship is tenable for two years, provided that due
progress, under a Collegiate course of instruction, is regularly made
by the holder— a certificate of the fact being submitted at the end
of the first year by the Principal of his College.

“5. The holder of a Junior Scholarship in a Non-Government
Institution is liable at any time to be examined by two persons
appointed by the Director of Public Instruction, and approved bv
the Principal of the College to which he belongs, and on proof of
unsatisfactory progress, may be deprived of his Scholarship.

*‘6. No candidate is eligible whose age exceeded 19 years at the
time of presenting himself for the Entrance Examination.

“7. No candidate is eligible who does not pass in an Oriental
language.

“8. The ten Scholarships of the first grade will be awarded to
the ten candidates who obtain the greatest number of marks in
the Entrance Examination,

'*9. The fifty Scholarships of the second grade are reserved for

The Hooghly Circle includes — Schools situated within the five

Howrah, Hoc ghl 7, 24^-Pergunnahs, Baraset r , ,, . , r r- 1

Midnapore, and the Province of Orissa Collegiate Circles ol Calcutta,.

The Kishnaghur Circle includes — Hooghly, Kishnaghur, Kerb am-

Nuddea, Burdwan, Je.sore, Pubna, Beer- Dore anr i TWra-ten Scholar

bhoom, Bancoora, and Puruliya pore ana Dacca ten bciioiar-

The Berhampore Circle includes — ships for each Circle— and will

Moorshedabad, Rajshahi, Maldah, Dinaj- be awarded to the ten highest
^Darjeeling, ani the Prince of Behar f!mdidates from each who do
The Dacca Circle includes — . .

Dacca, Eurreedpore, Burn sal, Chittagong, not - & am Scholarships of the

Tipperah, Sylhet, Cachar, Khasia, Mym- first grade provided their

ensmg, Rungpore and Assam - }

The Calcutta Circle includes - names a PP ear ln the first divi *

The town of Calcutta only sion. f

SCHOLARSHIPS

10. Fitty Scholarships of the third grade are similarly reserved
for the five Collegiate Circles-ten for each Circle-and will be
awarded to the ten highest candidates from each who do not gain
Scholarships of the first or second grade, provided their names

appear either in the first division or in the upper half of the second
division.

"II. Scholarships, not taken up under the two preceding rules,
by the circles for which they are reserved, will be awarded to candi-
dates from the General List in order of merit, provided they reach
the prescribed standard.

"12. The remaining fifty Scholarships of the third Grade will
be awarded at the discretion of the Director of Public Instruction
to candidates who pass the examination and appear deserving of
reward and encouragement, although they may fail to reach the
standard prescribed in the foregoing rules.

13. The holders of Scholarships in all Government Colleges
are required to pay the usual monthly fees which are levied from
other students, provided always that no Scholarship-holders shall
be required to pay a higher fee than Rupees (5) five per mensem."

The' next and highest grade is that comprising “Senior Scholar-
ships, the rules respecting which, as amended on the 29th of July
1861, are quoted below:—

Senior Scholarship Rules. -“Twenty -lour Senior Scholarships are
open annually, to be competed for in the First Examination in Arts-
by candidates educated in Colleges affiliated to the University of
Calcutta. - '

“2. These Scholarships are of two grades-nine of the first grade
with stipends of Rupees (32) thirty-two per mensem, and fifteen of
the second grade with stipends of Rupees (27) twenty-seven per
mensem.

"3. With the sanction of the Director of Public Instruction, a
Senior Scholarship may be held at any one of the ‘affiliated’ Colleges
which may be selected by the holder.

4. Each Scholarship is tenable for two years, provided that due
progress under a Collegiate course of instruction is regularly made
by the holder— a certificate of the fact being submitted at the end
of the first year by the Principal of his College.

SELECTIONS FROM EDUCATIONAL RECORDS

“5. The holder of a Senior Scholarship in a Non-Government
Institution is liable at any time to be examined by two persons
appointed by the Director of Public Instruction, and approved by
vthe Principal of the College to which he belongs, and on proof of
unsatisfactory progress, may be deprived of his Scholarship.

“6. Second-year students alone are eligible, i.s. those students
who passed the Entrance Examination two years before presenting
themselves for the First Examination in Arts.

“7. The nine Scholarships of the first grade are open generally
to all ‘affiliated' Institutions without restriction, and will be award-
ed to the nine candidates who obtain the greatest number of marks
in the First Examination in Arts.

“8. The fifteen Scholarships of

The Hooghly Circle includes —

'Howrah, Hooghly , 24-Pergunnahs, Bar-
aset, Midnapore, and th ; Province of
Orissa

The Kishnaghur Circle includes —

Nuddea, Burdwan, Jessore, Pubna, Beer-
bhoom, Bancoora and Puruliya

The Berhampore Circle includes —
.Moorshedabad, Rajshahi, Maldah Dinaj-
pore, Darj eeling, and the Province of
Behar

the second grade are reserved for
the ‘affiliated’ Institutions situa-
ted within the five Collegiate
Circles of Calcutta, Hooghly,
Kishnaghur, Berhampore, and
Dacca— three Scholarships for
each Circle— and will be award-
ed to the three highest candi-
dates from each Circle who do

The Dacca Circle includes — not gain Scholarships of the

fir* grade, provided their
Mymensing, Rurgpore, and Assam names appear in the upper two-

The Calcutta Circle includes — thirds of the list of passed

Tandidatel^s^de^rmined by the marks of the Examiners. No candi-
date whose place is lower than this will be entitled to claim a Scholar-
ship.

“9. Scholarships, not taken up under the preceding Rules by the
Circles for which they are reserved, will be awarded to candidates
from the General List in order of merit, provided they reach the
prescribed standard.

“10. The holders of Scholarships in all Government Colleges
are required to pay the usual monthly fees which are levied from
other students/’

The charges for Junior and Senior Scholarships were formerly
debited to the Colleges and Schools to which they were attached,
ebut under the new rules they have been collected into one General

SCHOLARSHIPS 95

Fund. The following remarks relative to the introduction of the
new rules are made in the Administration Report of 1860-61:—

“After very careful consideration, a new set of Rules has lately

„ , f , . been prepared, which, guarding local interests.

The Scholarships r r ° , . r

Thrown open to general yet throw open the scholarships as tar as possi-

<competition ble to general competition. It is proposed to

sweep away all distinction between Government and Non-Govern-
ment Institutions. The scheme has been introduced since the close
of the year.”

North-Western Provinces

In the North-Western Provinces the system of scholarships was
reorganised in 1860-61. The following account of the change is
given in the Report of that year:—

“70. New system introduced — By G.O. No. 1052A of 1860, dated
17th September, the whole scholarship system was placed on a new
footing. With the view of inducing the senior students to remain
under scholastic discipline, and to pursue their studies up to the
Calcutta University B.A. degree standard. His Honor ruled (G.O,
No. 735A of 1861, dated the 22nd April 1861), that the Senior
Scholarships should be conferred only on the Under-graduates of
the University (students who had passed the Entrance Examination,
and had been admitted into the University to read for the B.A.
degree). Of such the Government Colleges at Agra, Benares and
Bareilly, and the School at Ajmere, contained, at the commencement
of the Session of 1861, twenty-one, of whom again six had passed
in the first, and fifteen in the 2nd Division. To the former (who
had obtained in the aggregate more than half the full number of
marks) Scholarships of Rs. 25 a month have been assigned; to the
latter of Rs. 20 and 15 a month.

*71. Scholarships awarded to unsuccessful candidates at the
Calcutta University Entrance Examination .— Several deserving stu-
dents who failed at the University Entrance Examination, from
breaking down more or less in some one particular subject, obtained
nevertheless a larger number of marks than the boy who passed last
on the list. To encourage the unsuccessful candidates to continue
study, many of them being possessed of qualifications as copyists
which would bring them in Rs. 80 or 100 a month, scholarships of
Rs. 12 per mensem have been awarded, on condition of their going
up to the same examination at the end of the year.

“72. Junior and Tehseelee Scholarships .— Twelve Junior Scholar-
ships of Rs. 10 and fourteen of Rs. 5 a month have been bestowed
on deserving boys of the 1st and 2nd School classes. Thirty

T 25 D of A— *7

9 6

SELECTIONS FROM EDUCATIONAL RECORDS

Tehseelee Scholarships were sanctioned by G.O. No. 1052A of I860,,
dated the 17th September, tenable at the Agra, Benares and Bareilly
Colleges for 3 years, by boys selected from the Tehseelee Schools of
the Circles in which the Colleges are located.

“73. Total Value of Scholarships — The total value of the Scholar-
ships sanctioned for 1861 amounts to Rs. 907 per mensem or Rs.
10,884 per annum.”

Seventy-four Junior Scholarships and 69 Senior Scholarships were
awarded in 1861-62.

Punjab

The following extract from the Punjab Report of 1861-62 con-
tains an account of the Scholarship system there:—

“39. Small Scholarships varying from 5 Rupees to 8 annas per
mensem continue to be given away to the best

Scholarships boys in the upper classes of Zillah Schools. The

two matriculated students at Umritsur have been granted higher
ones of 14 and 12, to induce them to continue their studies further*
These are far lower than are given in the other Provinces and Pre-
sidencies. The expenditure has been increased with the progress of
the classes, being this year Rupees 388 per month, in lieu of Rupees-
209-10 the previous one;'

The total number of Scholarships for the year was 202, which,,
the aggregate value being 388, gives an average value of only Rupees.
1—14 each.

Madras

In Madras the system appears to be still the same, as described
in the following extract from the Report of 1856-57:

“94. The Government of India, in their orders of the 5th January

Scholarships 1856, sanctioned the assignment of Rupees 1,500

per mensem for the establishment of Scholar-
ships, of which Rupees 500 was assigned to the Normal School for
the provision of thirty Normal Scholarships in that Institution. Of
the balance, Rupees 1,000 per mensem, which is available for pur-
poses of general education, only a limited portion was expended dur-
ing the year under review. In the present state of education in this
Presidency, I have not as yet deemed it expedient to introduce the
system of Senior and Junior Scholarships which obtains in Bengal,,
and under which the Scholarship examinations are conducted entire-
ly on paper, and a certain number of Scholarships of each grade

EMPLOYMENT OF STUDENTS IN PUBLIC SERVICE 97

being offered for competition are awarded to the best of the com-
petitors without reference to the School to which they belong. The
standard of education is at present so unequal in different parts of
the country, that in all probability, if the plan of general competition
were adopted, the whole of the Scholarships would be monopolized
by a comparatively limited number of Schools. Under these circum-
stances, the best course appeared to be to lay down a standard of
attainments for each grade of Scholarships and to entrust the award
to the Inspectors of the several divisions.”

A copy of the instructions issued to Inspectors will be found in
the note to page 74 of the Report of that year. The total number
of Scholarships awarded in 1859-60 was 268.

Bombay

In Bombay the working of the Scholarship system would appear
to be somewhat limited. There is apparently no class of Scholarships
below that tested by the University Entrance Standard, and termed,
as in other parts of India, Junior Scholarships. Of these Junior
Scholarships, moreover, the number is somewhat small. Only 18
vacancies (10 of Rupees 10 each, and 8 of Rupees 5 each) were noti-
fied as available for the examination of April 1860, together with 10
free Studentships. Of Senior Scholarships, for which students are
eligible after two years’ Collegiate study, nine first class and nine
second class were notified as available. The limited extent to which
the system has been introduced appears to be owing to the limited
number of superior English Schools and Colleges in Bombay.

The following Table exhibits the amount expended on Scholar-
ships in the several Presidencies during the years for which the latest
information in each case is available:—

Rupees

Bengal (1859-60) ....... 38,777

North-Western Provinces (1861-62) . . . . . 12*255

Punjab (1861-62) 25,156

Madras (1859-60) 4,980

Bombay (1859-60) 8, 44 8

SECTION VIII

Employment of Students in the Public Service

I have introduced this subject because I find that it is one whkh
lias obtained a considerable amount of attention in some parts ol

98 SELECTIONS FROM! EDUCATIONAL RECORDS

India; and because it has been expressly referred* to by the Home
*See Paragraphs Government in the Educational Despatches of 1854
72-77* Despatch of and 1859. In the former Despatch allusion was
63 f 4 *De^tch ra ^ made to a Resolution of the Government of India,
1859 dated the 10th October, 1844, the object of which

was to afford to Educational measures “every reasonable encourage-
ment by holding out to those who have taken advantage of the oppor-
tunity of instruction afforded to them a fair prospect of employment
in the Public Service, and thereby not only to reward individual
merit, but to enable the State to profit as largely and as early as
possible by the result of the measures adopted of late years for the
instruction of the people.” The Resolution had, it would seem,
primary if not exclusive reference to ministerial appointments. Re-
turns were directed to be furnished by Educational Officers of “Stu-
dents qualified for the Public Service,” and the Heads of Offices were
enjoined to “omit no opportunity of providing for and advancing the
candidates thus presented to their notice, and in filling up every
situation of whatever grade in their gift to shew them an invariable
preference over others not possessed of superior qualifications.”

It was observed in the Despatch of 1854 that the requisition for
lists of meritorious students had failed, but that the object in view
would be attainable on the establishment of Universities “as the
acquisition of a degree and still more the attainment of University
distinctions will bring highly educated young men under the notice
of Government.” In directing, therefore, that the Resolutions in
question should be revised so as practically to carry out the object
in view, the following statement was made of what that object was:—

“What we desire is, that, where the other qualifications of the
candidates for appointments under Government are equal, a person
who has received a good education, irrespective of the place or
manner in which it may have been acquired, should be preferred
to one who has not; and that, even in lower situations a man who
can read and write, be preferred to one who cannot, if he is equally
eligible in other respects.

“76. We also approve of the institution of examinations where
practicable, to be simply and entirely tests of the fitness of candi-
dates for the special duties of the various Departments in which
they are seeking employment, as has been the case in the Bombay
Presidency. We confidently commit the encouragement of educated
in preference to uneducated men to the different Officers who are

EMPLOYMENT OF STUDENTS IN PUBLIC SERVICE ‘ 99

responsible for their selection; and we cannot interfere by any fur-
ther regulations to fetter their free choice in a matter of which they
bear the sole responsibility.”

In 1856 the Government of India passed a Resolution the pri-
mary object of which was to lay down general instructions respect-
ing the ascertainment by examination of the qualifications of such
“Uncovenanted Officers in the several branches of executive admini-
stration as are entrusted with independent authority, and empower-
ed to exercise the functions of Covenanted Assistants in either the
Magisterial or Revenue Departments of the Public Service,” but
which also expressed a desire in respect of employment in the lower
grades “that all Officers having in their hands the selection of per-
sons for such employment may be guided by the general principle
of examining candidates with a view to test their general as well
as special qualifications, and of giving the preference to those who
are educated and well informed over those who are not when both
are equally well qualified for the special duty required.*’

In the Despatch of 1859 the Secretary of State communicated
the following remarks:—

“It has long been the object of the several Governments to raise
the qualifications of the public servants even in the lowest appoint-
ments, and, by recent orders, no person can, without a special report
from the appointing Officer, be admitted into the service of Govern-
ment on a salary exceeding Rupees 6 per mensem, who is destitute
of elementary education; and elaborate rules have been framed, by
which a gradually ascending scale of scholastic qualification is requir-
ed in those entering the higher ranks of the service. It may be anti-
cipated that many years will elapse before a sufficient number of
educated young men are raised up in India to supply the various
subordinate offices in the administration in the manner contemplated
by the new rules.”

I now proceed to the main object of this section of the Note,
-viz. to sketch the measures which have been taken in each Presi-
dency or Province for giving effect to the above principle, and the
result which has attended them. In the Resolution of 1856 a full
sketch is given of the measures in operation under the several Govern-
ments for testing the qualifications for the higher class of appoint-
ments, and, except as regards Madras, I have no information which
could usefully be added to it. The following remarks will, there-
fore; be confined for the most part to the subordinate class of ap-
pointments ministerial or otherwise.

loo

IOX

SELECTIONS FROM EDUCATIONAL RECORDS

Bengal

In Bengal certain rules were published in July 1855, of which
an extract is given below:—

“From and after the 1st of January 1857 no person shall be
appointed by the head of any Office or Department to any situation
in the public service, in any Mofussil regulation district, the monthly
salary of which is more than 6 Rupees, unless he can read and write
his own vernacular language. It shall, however, rest with the Gov-
ernment, or with any authority duly empowered by Government, to
suspend the operation of the rule in any case in which special circum-
stances may render it advisable to do so.

“The several Mofussil Officers are at the same time directed to
give a preference to persons who can read and write over those who
cannot, for all offices, however small the salary, unless where ob-
vious reasons exist for overlooking such qualifications

Copies of all Nomination Rolls shall in future be forwarded quar-
terly to the Director of Public Instruction.”

Reference to the rules for giving effect to the order and institut-
ing returns of appointments made under it will be found at page
9, Appendix B of the Education Report for 1855-56, and at page
24 of Appendix B of the Report for 1858-59. A Resolution of the
Lieutenant-Governor of Bengal, dated the 30th January 1856, relative
to the employment of apprentices in the Government Offices in the
Mofussil, will be found at page 4, Appendix B of the Report for
1855-56. This Resolution and the rules prescribed by it were intend-
ed specially to check the practice of the introduction by the Native
Omlah of their own relatives as apprentices without any guarantee
or test of their fitness. I cannot find any statistical record of the
result of these measures, but the following remarks in the Education
Report for 1859-60 would seem to indicate that the results have not
been quite what might have been expected:—

“62. In all countries a knowledge that it possesses an actual and
immediate commercial value is the most active agent in promoting
a desire for education. Here, as regards the great mass of the people,
it may b^ said to be the only agent, and where this fails, an almost
total indifference to School instruction is the natural result. The
cui bona question would find a far more hearty response amongst
the lowest classes yet reached by our Schools were more attention
paid to the orders of Government by which a preference is directed
to be given to those applicants for employment in the inferior grades
of the public service, who possess , at least the elementary knowledge

EMPLOYMENT OF STUDENTS IN PUBLIC SERVICE

which may be acquired in the humblest School. It is the complaint
of the Inspectors that these orders have remained, in too many cases,
a dead letter.”

North-Western Provinces

In the North-Western Provinces, by an order of June 1852, Officers
were prohibited from employing men who could not read and write,
and certain tests were prescribed as a standard for burkundauzes,
chupprassies, peons, &c., of all Departments. Besides the above, it
was directed by Government Orders of January and February 1854
that lists should be prepared of students who had gained scholarships,
and of those who passed at a yearly examination to be held in each
district for the purpose of testing the general qualifications of candi-
dates. Copies of these lists were to be furnished to Commissioners of
Divisions, the Sudder Court, Sudder Board and Commissioner of
Customs, by whom they were to be transmitted to their subordinates.
Half-yearly lists of appointments from Rupees 25 to 50, which might
be given to students so passed, were also directed to be furnished to
Government. In the Report for 1854-55 I find it mentioned that 89
students had obtained Government employment. In the Report for
1858-59, also, I find the large employment of students urged almost
by way of complaint by Mr. Reid in the following terms:— “The great
demand in public and other Offices for copying clerks has drawn
from our Colleges and Schools their more advanced students.” I find
it mentioned also in the Report for 1859-60 that at the outbreak of
the mutiny there were 710 ex-students in the employment of Govern-
ment. In the Report for 1860-61 it is stated that 37 students had left
the Government Anglo-Vernacular Colleges and Schools on obtain-
ing employment on salaries averaging Rupees 27 per mensem. The
following extracts from Mr. Kempson’s Report for 1861-62 would,
however, seem to indicate that in that Officer’s opinion the regula-
tions on the subject had not been practically operative:—

“Mr. Cann justly expresses his regret that, as a general rule, petty
Government officials, the Omlah at sudder stations, etc., do not set
a good example to their neighbours in sending their children to the
Government School. Among other well judged observations on the
state of the Schools, the following occur in the above-mentioned Offi-
cer’s report, dated 31st May 1862:—

“ 'The popularity of our Tehseelee Schools is in proportion to the
money benefits derivable from attending them; these are obtained
in Scholarships at the Roorkee Civil Engineering College, and in after
appointments to the Department of Public Works, or in direct

102

SELECTIONS FROM EDUCATIONAL RECORDS

employment on the Canals or Railways, for all of which the course"
of instruction qualifies. The Omlah of the various District Offices
with rare exceptions , do not send their sons to these Schools , A
Sheristadar well knows that, as soon as his boy can write a
purwanah , he can seat him by his side in the Office to learn the
routine of work; and that, as soon as a vacancy occurs, the thus
qualified umedwar can be slipped into an appointment. Geometry,
Arithmetic, Geography, History, General Knowledge, in his eyes,,
are valueless, as long as the ability to read and write Persian, and
a slight acquaintance with Office-work, will procure his son Rupees.
Our Tehseelee scholars, however highly qualified in Persian, as
well as in the special subjects of study, seldom gain an entrance
into any of these offices/ ”

“30. A Government Order of the 8th June 1852, directed that no
chupprassi or burkundaz should be appointed in any one of the eight
districts then under ‘the Visitor General of Schools’ who could not
produce a certificate from the Deputy Inspector of his district, to show
that he could read and write from an easy book, and knew the first
four rules of arithmetic. This was followed by a Circular of the
Sudder Board of Revenue, in the same year, requiring a certificate of
a higher order from putwarries; and a similar test for lumberdars was
proposed.”

Whether these regulations have fallen into desuetude generally
or not, oi whether they are held to apply to ‘the eight districts’ only,.
I have no means of stating with confidence; but Mr. Cann reports for
his Circle, that no candidate whatever for the lower examination has
presented himself this year, nor any for the higher examination (of
putwarries) in the Districts of Meerut, Boolundshuhur, Mozuffernu-
ggiir and Moradabad. That some sort of check upon the qualifica-
tions of these officials has been exercised may be gathered from the
fact that in the remaining districts of the Circle 37 per cent, of the
applicants for certificates were found on examination unworthy.

I think it a matter of importance that stricter and more definite
orders should issue on this subject.’’

Punjab

As regards the Punjab, the following extract from the Report for
1860-61 describes the state of affairs in that Province:-

“76. On the question of what inducement should be offered to

I osaf C to r 'a Pr °' parents to educate their children, Mr. Spencer

Educationaftest to r _' lroVl ' s out - a hint that candidates for employment

candidates for Gov- in the public service should be required to oass a
rnment employment certain Educational test He remarks ._ ‘

EMPLOYMENT OF STUDENTS IN PUBLIC SERVICE 103'

‘It is to me a matter of infinite surprise that the doors of Govern-
ment employ should be thrown open to the most ignorant (in a lite-
rary way) and the most prejudiced, that we should spend thousands
upon Education, and yet never take precaution of seeing that our
own employees are well educated, and can boast at least of some lite-
rary qualifications/

“77. I am not prepared to advocate this measure for the Punjab

just yet. It will be quite sufficient encouragement

Director’s opinion to t h e Government Schools, if the Civil Authori-
ou the same . „ .

ties will occasionally select from them the sharpest

youths who are desirous of obtaining Government employ, whenever
they have suitable vacancies to fill up. The bestowal of a mohurrir-
ship of Rupees 10 per mensem on the cleverest lad in a Tehseelee or
Village School will always have the very best effect. The youths edu-
cated in Zillah Schools will, I trust, be fitted for higher situations,
but they have not yet had time to qualify themselves. The Civil
Authorities will, I trust, remember that they have great opportunities
of fostering education by the judicious distribution of their patron-
age when making appointments/'

In the last Report (1861-62) it is stated that several District Officers,
had complied with the suggestion as to the occasional appointment
of the best scholars of Tehseelee Schools to vacancies as putwarries,.
mohurrirs, 8cc., and that “more will doubtless be done in this way as
opportunity offers.”

Madras

In Madras a scheme of examination, for all appointments above
the grade of Peon, was promulgated in 1858. A copy of the Rules
and of the correspondence on the subject will be found in Appendix
F of the Education Report for 1858-59. The first examination,
however, showed the necessity of some modification of these Rules.
Candidates to the number of 3,372 presented themselves for examina-
tion, and it was found that owing to the impossibility of exercising a
proper supervision over so large a number “copying and under-hand
practices had prevailed to such an extent as to render the results of
little value as a test of individual qualification.” To remedy this
the levy of a fee of Rupees 3-8 from each candidate was decided on,
and all appointments of Rupees 25 and under were exempted from
the operation of the system. It was also found that the examination
interfered with the University Entrance Examination. The latter,
although of a higher standard than the higher service test, was equi-
valent only to the lower in respect of eligibility for admission to the
public service. This anomaly was accordingly corrected and a revised-

104 SELECTIONS FROM EDUCATIONAL RECORDS

set of Rules was promulgated, of which a copy, together with connect-
ed correspondence, will be found in Appendix B of the Report for
1860-61.

The following notice of the revised Rules is taken in the Report
tor 1860-61:—

“On the Director's recommendation, the rules for regulating
admission into the public service have been revised. The higher
service test, which, under the former rules, had to be passed in order
to render a candidate eligible for appointment or promotion to any
situation on a salary exceeding Rupees 50 per mensem, has been
abolished, and in its stead it has been determined that the University
Matriculation Examination shall be held at the same time and place
as the examination of candidates for employment in the public ser-
vice, and that the University graduates and matriculated students
shall be registered in the lists of candidates eligible for employment,
but in separate classes; the candidates who merely pass the service-
test being ranked in the third or lowest class."

“Before the changes were made, the Government, with the view of
checking the resort of candidates to the Uncovenanted Service exami-
nation, who were quite unfit to pass, and diminishing the labor of
the Examiners, had announced that an entrance fee of Rupees 8-8
would be demanded from all candidates, and limited the application
of the rules to appointment of which the salaries exceed Rupees 25
per mensem. A copy of the new rules and the correspondence
relating to them will be found in the Appendix."

Bombay

In Bombay a system of examination tests for public employment
was instituted by a Notification of the 20th May 1852. Every candi-
date was required to produce a certificate from a School-master that
he had a “good knowledge of reading, writing, and arithmetic," and a
certificate of “respectable character” from a Moonsiff or Mamlutdar.
These certificates entitled him to be examined by a local Committee
assembled biennially for the purpose, whose certificate of having
passed the examination made him eligible for public employment. As
regards peons, the only rule laid down was that “when two persons,
equally qualified in other respects for Peon-work, are desirous of
obtaining service under the Government, the preference is to be given
to the applicant who can read and write."

In 1855 a modification was made under date the 21st of February,
making it incumbent on appointing Officers to fill every vacancy of
whatever amount capable of being so filled “without serious incon-
venience to the public service" from among candidates certified by

ENGLISH LANGUAGE IN INDIAN EDUCATION 105

the Head of the Education Department as qualified. The standards
of qualification then prescribed will be found in Appendix XVII of
the Bombay Report for 1854-55. The Government of Bombay obser-
ved on this subject in the orders on the above Report as follows:—

“9. The Governor in Council regards with deep interest every
measure which tends to open the public service to the students of
our Educational Institutions: believing that not only the service will
profit by the more extended introduction into it of a class of Native
Officers of really liberal education, but that the extension of such
education generally among the people will be furthered by a provi-
sion, which will prevent it from being any longer enough that candi-
dates for certain Government offices should be possessed only of that
routine and technical aptitude, which may be picked up by men of
no general information, but will insist on their possession of a degree
of useful general education, which they can only acquire by a course
of sound educational training. With regard to the services and claims
of those who have already entered the public service, this most desi-
rable principle must be introduced considerately, and by degrees;
but His Lordship in Council hopes that it may at once be so far
established, that it will have the effect of making it evidently more
for a young man’s interest to complete his education thoroughly,
than to abandon his School, and seek for Government service as
soon as he can discharge the duties of an ordinary clerk."

In the same Report (1854-55) a return of “students appointed
to the public service," under the rule promulgated in 1852 was
given, and the Government expressed a hope that under the modi-
fication of 1855 the return would in future be much larger. No
return, however, has been included in any subsequent Education
Report.

SECTION IX

English Language in Indian Education

The position of the English language in relation to the various
grades of Schools in India is matter of some importance. In the
Despatch of 1854 the Heme Government intimated the opinion
that, for the conveyance of general education to the great mass of
the people the Vernacular must necessarily be used as the medium ,
while for the conveyance of a high order of education in the science
and .literature of Europe it was equally necessary that the English
language should be the medium. Reference was also made to the

J 06 SELECTIONS FROM EDUCATIONAL RECORDS

evil tendency which had shewn itself more especially in the imme-
diate vicinity of the Presidency Towns to substitute a study of the
English language in place of the acquisition of general knowledge^
through the Vernacular.

The tendency above alluded to would seem to have spread large-
ly since the Court's Despatch was written, and perhaps has not in
all cases been kept sufficiently in check.

Bengal

The Committee for the improvement of Schools in Bengal seem
to express an opinion in their Report of 1856 that even in the Gov-
ernment Zillah Schools some encouragement was given to this ten-
dency. Many of the Zillah Schools professing to afford a high order
of education and adopting English as the medium of conveying it
were, nevertheless, believed to be “really inferior Schools, 7 " and for
these the Committee recommended a lower classification and the
adoption of the Vernacular as the medium of instruction. But the
direction in which the tendency was most observable in the Com-
mittee's opinion was that of the Grant-in-aid Schools, a large class
of which were the result of the growing desire for English educa-
tion, and were fitted only to meet the wants of those who desired
to obtain at a cheap rate and without the inconvenience of absence
from home “as much knowledge of English and no more as is suffi-
cient for becoming inferior clerks, copyists, salesmen, hawkers, &c.”

The Committee were “unanimously of opinion that the tendency
of such Schools is to aggravate a very serious evil, viz. the sub-
stitution of a very imperfect and inaccurate knowledge of English
with a still smaller knowledge of other things for that higher edu-
cation which, while giving full and accurate information of a prac-
tical kind, would at the same time strengthen the faculties of the
mind.”

The Committee's Report has probably exercised a beneficial influ-
ence in restraining the too free encouragement of the above class of
Schools in Bengal; but it is quite evident that for some time to come
the tendency will rather increase than diminish as education works
its way outward from the Presidency centre. Already the Director
of Public Instruction writes that “to secure for their children a know-
ledge of our tongue is the one object for which, as a rule, the people
are willing to pay, and for this they will frequently incur an expense
which would seem altogether disproportioned to their means.”

ENGLISH LANGUAGE IN INDIAN EDUCATION 107

North-Western Provinces

In the North-Western Provinces, where the higher grade of
education has been so little expanded, there being in the entire
Provinces only eight Government and nine aided Institutions above
the grade designed for the elementary education of the masses, there
can be but little to record on the subject of the extent to which and
the way in which the English language is adopted in the educational
system. The want, however, of a class of Institutions in which
English may be taught as a language is beginning to be felt both by
the Educational Department and by the people themselves. The
following remarks made by Mr. Reid in his Report of 1860-61 may
be quoted:—

“7. Encouragement should be given to the desire to learn
.English —If funds only were available, English Schools or English
classes in existing Vernacular Schools might be established through-
out the land at no great cost to the State. The measure would be
popular, and would meet with ready support. I may cite one proof.
The residents of Moozuffemuggur have subscribed Rs. 50 a month
to engage the services of an English teacher in the Tehseelee School
at that station, where we have at present only one Government Ver-
nacular teacher on Rs. 15 a month. The arguments which may be
adduced in favor of encouraging the increasing desire for instruc-
tion in the English language need not be recounted here. 1 would
only represent to His Honor that no time more favorable than the
present could be found for commencing operations on a more exten-
sive scale, extensive in point of the country over which those opera-
tions. should range. The machinery would be inexpensive, suffi-
ciently so to justify the necessary expenditure even in days of ‘finan-
cial pressure.' A beginning should be made, now that the efforts of
the Government would meet with hearty co-operation on the part
of the people.”

The following remarks by the Inspector, 2nd Circle, in the Re-
port for 1861-62, with special reference to the Agra Normal School,
also bear on the subject:—

“Few changes would render the Institution more popular than
the establishment of an English class. It might, indeed, be difficult
at first to render it very efficient, from the short residence of the
pupils; but a useful knowledge of the elements of the language
could be easily acquired, during 12 months, by those earnestly
desiring it (and the class ought to be voluntary,) while it is almost
certain some would be found with such a previous knowledge of

ro8 SELECTIONS FROM EDUCATIONAL RECORDS

English (the desire for the acquisition being now so great as tor
lead many to study it in private,) that besides an elementary class,
another for more advanced pupils might also be established, and
by and by such a knowledge and facility of the language be acqui-
red, as to enable the Head Master to use it in some of his lessons.
As a wish has been expressed by some respectable Revenue Officers
in the Circle that the pupils of our Tehseelee Schools were taught
to use English figures and symbols in arithmetic, instead of Hindi,,
-a practice introduced, 1 believe, into the Schools of the Madras-
Presidency, in order to render accounts of easier reference or exa-
mination,— I can see no objection to the introduction of this change
into the teaching of our Normal Schools. It would be of advan-
tage on many occasions, and might be easily effected.”

Mr. Kempson seems to think that the object can best be gained
through Grants-in-aid to private Schools, as will be gathered from
the following remarks made in his Report of 1861-62:—

"48. There can be little doubt that where an English or an Ame-
rican Missionary is stationed, and willing to devote his leisure to
teaching English, the spread of the language, and general consequ-
ent good results therefrom may be expected: and it may be assumed
that the character of the English taught will be higher and purer
than the second-hand instruction given by Native English teachers,
who are all that the Government can command for English Schools
at out-stations,

"I shall, therefore, consider it my duty to recommend such efforts
as worthy of grants-in-aid from the Government, wherever the nece-
ssary conditions are complied with,”

Punjab

In the Punjab the use and teaching of the English language in
Schools has increased greatly during the last few years. As already
mentioned, a large class of superior Zillah Schools has lately been
established, in the upper classes of which English is the medium of
instruction, while in the lower it is taught as a language. Adult
English Schools, the result chielly of a desire among the subordinates
of the Government Offices to obtain a knowledge of English, were
started with Government aid at Lahore, Rawul Pindee, Jhelum and
Kangra. In August 1861 a Notification was issued by Government
that an Elementary English Teacher would be appointed to any
Vernacular School where the people themselves would guarantee at
least Rupees 15 as a moietv of his salary, the other moiety being paid

ENGLISH LANGUAGE IN INDIAN EDUCATION lO?

from the One per cent. Educational Cess Fund. With the desire
springing up among the people for a knowledge of English and the
ample encouragement of Government, it is not to be wondered tha<,
the number of English scholars has greatly increased during the last
few years. The following Table of English Scholars is taken from
the Report of 1861-62:—

Boys learning English

At the close of

1859-60

1860-61

l86l-62

At Zillah Schools

720

1 >594

2,Cl6

Tehseelee »

2 1

320

Village 53 * * *

••

123

Giant- in- aid ;3

i s cc 3

3 3570 ,

1 3974

T otal • •

1 5725

3>i64

4 ? 439

A doubt may, perhaps, occur whether the Punjab Government,
while rightly encouraging the study of English, may not be losing
sight in some degree of the necessity of guarding against the tendency
which has been found so prejudicial in Bengal, viz . of substituting
a smattering of English for a sound practical education conveyed
through the medium of the Vernacular. This doubt may particu-
larly arise with reference to the scheme for attaching ill-paid English
Teachers to Vernacular Schools, and thereby offering an induce-
ment to the scholars to direct their attention from the more impor-
tant object of a useful education to the more attractive one of an
acquaintance with English. If fear is well grounded in this respect,
however, the Punjab Government is furthering the measure with
its eyes open, as will be gathered from the following extract from
the Report of 1861-62:—

“ ‘It will be evident to His Honor that no good English scholars
can be turned out of such Schools as are now proposed, and it will
doubtless be objected by some that no good can come of giving boys
a mere smattering of a foreign language. If the people themselves,
however, do in reality desire a smattering of English, and find it so
useful to them in the business of life, as to be willing to pay a good
deal for it, I think it will be a step in the right direction to encoura-
ge them with Government aid in procuring what they want. I trust,
moreover, that a fair proportion of those who master the rudiments
of English will subsequently enter Zillah Schools and attain to a
creditable proficiency in the language/ ”

SELECTIONS FROM EDUCATIONAL RECORDS

ENGLISH LANGUAGE IN INDIAN EDUCATION

III

Madras

In Madras the question of the relative position of English and
the Vernacular in the School system has recently been the subject
of full discussion, of which a copy will be found in Appendix A of
the Report for 1860-61. The following account of the discussion
given in the body of the Report of that year may be quoted:—

The other question had reference to the relations of the English
and Vernacular languages in our system of instruction. Sir Charles
Trevelyan was of opinion that of late years an undue preference had
been given to Vernacular instruction to the prejudice of English
instruction, and that the rule under which in the lower classes of the
Provincial and Zillah Schools and throughout the Talook Schools
Geography and such like science is taught from Vernacular
books, and the explanations are ordered to be given in the Vernacu*
lar language/ ought to be annulled. Mr. Powell, the Acting Direc-
tor, expressed similar views, and he pronounced an unfavorable
opinion on the Talook Schools. He recommended that the number
of these Schools should be reduced, their designation altered, and
that those retained should be raised to the standard of Anglo-Verna-
cular Zillah Schools. Mr. Arbuthnot, to without the entire question
was referred on his return from England, deprecated any radical
changes in the existing system. He repeated the arguments previous-
ly urged by him in support of his opinion that the Vernacular
languages should be largely made use of in Schools of all grades,
and that in the Talook Schools and in the lower classes of the Pro-
vincial and Zillah Schools the whole of the substantive instruction
given should be imparted through their medium. He also depre-
cated the abolition of the Talook Schools, observing that these
schools formed an intermediate grade which could not be omitted or
overlooked in any comprehensive scheme of national education.
'They are/ he remarked, 'of the class which is referred to in the
42nd paragraph of the Educational Despatch of 1854 as Schools
whose object should be, not to train highly a few youths, but to
provide more opportunities than now exist for the acquisition of
such an improved education as will make those who possess it more
useful members of society in every condition of life! They are
essentially Middle Schools , corresponding to the middle class schools
of England, which, in all countries, are resorted to by those classes
who are able to go through a course of instruction more advanced
than that usually imparted in primary Schools, but are not in a
position to devote to it that time and money which its acquisition
through the medium of a foreign language necessarily demands/
He did not overlook the fact that the English language which in

most Indian Schools takes the place which is occupied by the Greek
and Latin languages in the Schools and Colleges of Europe, being
a spoken language, and as the language of the Government being
largely used in the transaction of business, has practical claims in
this country, which cannot be asserted in Europe in favor of the
ancient language of Greece and Rome; and on this ground he would
teach it as a language in all Schools ‘for which it is possible to
obtain Masters at all competent to teach it/ but he would not 'place
it as a barrier against the acquisition of much that is likely to prove
useful to those who, either from inaptitude for mastering a difficult
foreign language or from want of time, are unable to obtain that
mastery over it which is essential to the acquirement of accurate
knowledge through its medium, by constituting it the language of
instruction in all subjects except the Vernacular language/ It ap-
peared to him that ‘the existence of such Schools as those now under
consideration is essential as a connecting link between the highly
educated classes and those whose education is limited to the rudi-
ments of learning, and that instead of, on the one hand abolishing
them, or on the other raising the standard of instruction which they
are designed to impart, every effort should be made to improve
them on their present plan by providing them with trained teachers
and with suitable books' ‘Both these objects,' he stated, 'were being
gradually attained, and several of the Schools were in a very satis-
factory condition. In some cases, doubtless, the locality was ill-
selected and in others the Masters were ill-qualified, and owing to
these causes a few Schools have had to be removed to other places,
and a few have been abolished, but these are matters of administra-
tive detail which, though requiring much care and consideration,
did not, in his judgment, 'call for any radical changes in the system
now in operation/ The Government concurred in the Director's
-views. They were of opinion that the system prescribed for the
Government Schools was sound and should be maintained, and that
the Talook Schools should be preserved on their present basis. The
correspondence will be found in the Appendix."

Bombay

In Bombay, perhaps, more than anywhere else in India, the Gov-
ernment has upheld the principle of giving a thorough practical
education through the medium of the Vernacular. It has rather
gone too far than come too short in this direction. There would
seem to be some truth in the concluding clause of the following
extract from the Report of 1859-60:—

“The Educational system of this Presidency is remarkable for the
great development of Vernacular compared with Anglo-Vernacular

125 Dir of Arch— 8

it 2

Selections from educational Records

and English teaching. English education has, in fact, been starved
in the interest of Vernacular education .”

It is only recently, indeed, that the highest class in the Poona
College Normal School were permitted to study English; but
even that permission was qualified, English teaching being ordered
“to be confined to the reading and explanation of English books,
writing being omitted from the course." The object of this res-
triction was to prevent the eligibility of Normal School pupils for
employment as clerks. An evidence of the relative position of
English and Vernacular may be got from the fact that of 185,800
copies of books printed for the Educational Department in Bom-
bay in 1859-60 only 33,000 were English, and yet that result was
regarded as indicating a largely increased demand for English
"works. It cannot," the Director of Public Instruction wrote, “be
accounted for by the wants of Government English Schools, and
must be attributed, in a great measure, to a newly created demand
on the part of the Native public."

SECTION X
Book Departments

The publication, distribution and sale of Educational books
form a portion of the Educational systems.

Bengal

In Bengal the object is effected through the agency of the School
Book Society, and is not checked in any way by the Department.
The Society simply trades in books like any ordinary bookseller,
having various Mofussil Agents who receive a percentage on all sales
effected. A number of Sub-Inspectors in Government employ have
been allowed to be also Agents to the Society. A grant of Rupees
500 per mensem is given to the Society towards editing and printing
charges for new works or new editions, the object being to secure a
sufficient supply of good School books at a moderate cost.

North-Western Provinces

In the North-Western Provinces there is a Government Curator
and Book Depot at Head Quarters. There were also until recently
a regular Book-selling Agency and Book Depots maintained through-
out the country; but these have been abolished, and the sale of books
in the interior has been entrusted to the Officers of the Department

BOOK DEPARTMENTS X 1 3

who are allowed a commission on all sales effected. The following
account of the system is given in the Report for 1861-62:—

“These sales are more directly in the hands of the Deputy Ins-
pectors, who indent on the Allahabad Depot for such books as
may be required in their respective districts. A large discount
is allowed by Government for cash purchases, and a commission
on sales, to a certain amount, is granted to the Deputy Inspector,
it being the object of Government to effect quick and ready sales
at the lowest possible price. Some of the School books issued are
marvels of neatness and cheapness, and the successive editions of
the more necessary treatises are exhausted with great rapidity."

Punjab

In the Punjab the Book Department is constituted on a quasi-
commercial basis, its working capital being derived from an advance
of Rupees 20,000 from Government. There is a Curator and Cen-
tral Depot at Lahore, the retail work being carried on by the District
School Mohurrirs, Head Masters of Government Schools, or Managers
of Aided Schools, with, I suppose, a commission on sales for remune-
ration.

The following account of operations is given in the Report
for 1861-62:—

“107. I must now notice briefly the operations of the Book
Department. 77,020 copies of Educational
Operations of the works, amounting in value to Rs. 34,684, have
been brought m stock. Of these 20,732 copies,
worth Rs. 15,862, were English; the rest Vernacular. Of the above
also, 45,200 copies, to the value of Rs. 11,071, have been printed in
the Government Press attached to this Office. The rest were pro*
cured from private Presses in the City and elsewhere. The Annual
Statements of the sale of books have been received from all the
Agents, excepting three. From those received up to this date
(close of May 1862) it appears that 59,637 copies of works valued
at Rs. 15,210 have been sold."

Madras

In Madras the constitution of the Book Department has recent-
ly been altered. It consists at present of a Central Book Depot
with a Curator and establishment remunerated by fixed salaries.
There are 20 District Depots, each of which is under the charge
of a Curator, usually one of the Masters of the principal School

1 14 SELECTIONS FROM EDUCATIONAL RECORDS

in the District. These District Curators are remunerated by a
commission of 10 per cent on the sales. The books are sold at
the same prices in all the Depots, an addition of about 15 per
cent being made to the cost price of each book to cover the Cura*
tor’s commission and the cost of transit.

Bombay

In the Bombay Presidency the system consists of a Central
Depot at Bombay with principal branches at Ahmedabad and
Belgaum, Zillah branches at fourteen Stations, and 318 School
branches. Each Depot is a sort of bookshop primarily designed
for the sale of School books, but wherein books of all kinds may
be sold on commission. The Curator and his establishment and
also the Depot-keepers at the principal branches are paid by
fixed salaries, the other Depot-keepers being remunerated appar-
ently by a sale commission.

The operations of the Book Department in Bombay for 1859-

60 were as follows:—

No. of

Value

Copies

Rs.

Books printed in Bombay

185,800

48 ,8 48

Books imported from England .

18,150

I 5>447

203,950

64 >295

Sales ......

112,994

35>533

Under a recent Resolution of the Bombay Government, dated the
31st March 1862, it has been decided, in accordance with a sugges-
tion made by the Educational Committee, that the Book Depart-
ment Account shall be treated as a “Balance Account” in order to
“put the question of profit and loss to an unmistakeable test.”

SECTION XI
Local Income

Under this head I include Schooling fees, fines, endowments,
donations, subscriptions, local cess proceeds, &c., but not the pro-
ceeds from the sale of books.

LOCAL INCOME 1 15

Bengal

In Bengal the Local Government disposes under its own autho-
rity of the proceeds of Schooling fees, but they are nevertheless
brought to account in the Public Books, and the expenditure to
be met by them is included in the Budget estimate of charges for
the year. The practice of meeting any charges from the fees be-
fore transmission to the Public Treasury is expressly forbidden in
an order of the Directors, given at page 21 of Appendix B of the
Report for 1855-56, “All sums,” it is there directed “received
on account of fees, fines, fee., must be regularly remitted to the
Collector, to be by him brought upon the Public Accounts, and
every authorized charge, even though said to be ‘debitable to
Schooling fees/ should be entered in a bill, and forwarded for
audit in the usual manner, but should by no means be paid by
the Local Committee out of the fees or other Government money
in their charge.”

In Bengal the levy of fees has been carried out to an extent
which, in some cases, makes the Institutions more than pay all
their charges. One object of the system has been to encourage
indirectly the establishment of private Schools. This object is
expressed in the following terms in the Report for 1856-57:—

“Where, in consequence of the increasing demand for English
education, we find, as we sometimes do, a difficulty in preventing
the Government School from being over-crowded, the fee levied is
gradually raised, and inducement and opportunity are thus afford-
ed for the establishment in the neighbourhood of one or more pri-
vate Schools under the Grant-in-aid system, which Schools may in
time be enabled to supplant the Government School.”

The principle is still more broadly stated in the Report for
1858-59 with reference to a complaint which had been made to the
Government of Bengal respecting the increase of the rate of fees
in the Hindoo and Colootollah Schools:—

“In the reports of this Office it has been frequently stated (for
the information mainly of persons such as those who have signed
this petition) that the Government measures are directed to gene-
rating a desire and demand for education, and assisting those
most interested to supply this demand themselves, rather than to the
direct education of the people of this country by State machinery;
and that, in such places as Calcutta more especially, the Government
should refrain as much as possible from under-selling and injuring

SELECTIONS FROM EDUCATIONAL RECORDS

private Educational Establishments} and should even be prepared
to withdraw from such parts of the field as are being energetically
and successfully worked by others. If then the result of a gradual
increase of the fees in the Government Schools be, as I admit it is,
to transfer many of the lads from the lower classes of Government
Schools to private teachers, who are well able to impart to them the
rst elements of an English education, the result in a large view of
the case is surely cause for congratulation rather than complaint. I
trust, therefore, that the Lieutenant-Governor will see no reason to
change his opinion in favor of the measure I refer to as one in
entire accordance with the policy of the Government and of the
Despatch of July 1854.”

The total of local receipts in Bengal for 1859-60 was-

Rupees

Fees, lines &c. ........ 1,72,063

Endowments &c ....... 73 >776

2 * 45*839

Th£ following Statement of Schooling fees in Government and
private Institutions shews how steadily the amount paid by students,
and the appreciation of education indicated thereby, are on the in-
crease in Bengal:—

1856-57. 1857-58. 1858-59. 1859-60.

Schooling ffces. Rs. 1,78,174 1,98,100 2,04,915 2,31,072

North-Western Provinces

In the North-Western Provinces it is not apparent in what manner
Schooling fees, fines, endowments, subscriptions, donations, &c., are
brought to account in the Public Books, or, under what rules they
are disbursed.

The proceeds of the local rate of assessment, however, are, I
know, disbursed under local authority, and the estimated disburse-
ments do not appear in the Budget, as is the case in Bengal.

The total local receipts or the charges met from them are not
specified in the Financial Statement given in the Education Report,
and the only means of obtaining an approximate idea of the amount
is by adding up the various sums entered as receipts of the kind
under notice in the detailed accounts of the several Institutions or

fcQCA h income

117

classes of Institutions under Government management. The result,
omitting fractions in the items added, is as follows for the year 1861-

Rupees

Local rate of assessment .

66,885

Fees* fines,

30,87 a

Endowments, subscriptions, tp’c.

i,SB>o 69

2,47,826

Punjab

In the Punjab the following local
1861-62:-

income was derived during

Rupees

One per cent. Educational cess .

2,84,978

Fees, injes, &c. ,

8,278

Other sources ......

42,269

3*35*525

I cannot say in what manner these items are brought to account
in the Public Books. The disbursements from the one per cent.
Fund do not at all events appear in the Budget estimate of Educa-
tion charges.

The smallness of the amount of fees, fines, &c., is noticeable
especially as there is a decrease on the returns of the previous year.
The following explanation of this is given in the Report:—

“40. At the 23 Zillah Schools Rs. 4,369 have been collected by
Fees amount collect- way of tuition fees during 1861-62. This is some*
Schools Government what in excess of the previous year's amount*
which was Rs. 4,020. But then of the latter no less than 2,141
Rupees were received at Lahore, where those who entered the Upper
Department all gave high donations. This year the number of
admissions has been comparatively small, almost all the young Sirdars
having already joined, and only 1,707 Rupees have been levied
there. At the 119 Tehseelee Schools Rs. 1,208 have been levied
instead of Rs. 1,308 collected the previous year. This is rather
discouraging, but a glance at the Village School Returns shews us
a still greater decline, for at the 1,750 Village Schools Rs. 2,619
only have been raised, in lieu of 2,920 obtained the previous year
from only 1,686 Schools. This detracts much from the merit of
the increase shewn in attendance at this class of Schools, In the

SELECTIONS FROM EDUCATIONAL RECORDS

Umballah Circle, Thaneysur, Delhie and Goorgaon contributor
nothing, Ferozepore next to nothing; and Rohtuck far too little -
The rich Districts of the Lahore Circle, which fail to give their
quota, have been prominently noticed in paragraph 5, and to them
I must add Goojerat in the Rawul Pindee Circle, which in this parti-
cular does not at all support its character as the best Educational
District in that quarter. In the Frontier Districts we cannot hope
to impose fees yet.”

The previous paragraph, alluded to in the above, relates to the
general question of enforcing the fee system. It runs as follows:—

”5. The levy of fees still continues to act injuriously on the

Levy of fees expres- increase of attendance, but in many places the

sly ordered by he r

Home Authorities, difficulties surrounding the measure have been

almost, if not entirely, removed; and there is no reason why they
should not be overcome in such populous and opulent districts as
Sealkote and Umritsur. If it were only made known to the people
by the Civil Authorities that it had been laid down as the fixed
policy of the State not to dispense instruction gratuitously, I feel
sure that the measure would meet with more ready acquiescence.
The Right Honorable the Secretary of State for India, in reviewing
the operations of this Department for 1859-60, says in his Despatch
No. 14, dated 8th April 1861, which was communicated to me in
August last:—

“ ‘There do not seem to me to be any circumstances which would
justify the continued exception of the Punjab from the rule prevail-
ing in other parts of India, under which Schooling fees are univer-
sally exacted.'

“His approval is, therefore, accorded to the rules which have
been promulgated under His Honor's sanction for the levy of fees,
and I trust that more strenuous efforts will be made in the two Dist-
ricts I have specially noticed, as well as in others where the rules
could easily be enforced to carry out the views of the Home Autho-
rities on this important point.”

Madras

In the Madras Report the Financial Statement contains no
account of the local income, giving only the net "amounts disbursed
from the Treasury.” From this I would infer that the proceeds of
fees, fines. See. are not brought to account in the Public Books. The

LOCAL INCOME

119^

amount of local income for Institutions under Government manage-
ment, deduced by adding up the various amounts entered in the
detailed accounts, is as follows:—

Rupees

Local rate 8.440

Fees, fines, &c. ....... 32,027

Subscriptions, endowments, &c 7,54 5

48,012

The "fees” are stated, in a note to the Financial Statement, to-
amount to Rs. 9,349, which is scarcely compatible with the amount
deduced as above for "fees, fines, &c.”

Bombay

In Bombay it does not appear in what way the local income is
treated, as regards credit in the Public Accounts and subsequent
disbursement. The Financial Statement gives only the net result,
and is moreover exclusive of the political districts. The local in-
come deduced in the same way as that employed in the cases of the
North-Western Provinces and Madras is as follows:—

Rupees

Fees, fines, &c 4 5,448

Subscriptions, donations, endowments, &c. . 74,114

1 19,562

The local income in Bombay is large, considering that there is
no local rate of assessment; but this is due to comparatively exten-
sive endowments, and to the large amount of subscriptions resulting
from the "partially self-supporting” system in operation in that
Presidency.

(Signed) A. M. MONTEATH,

^ Under Secretary to the Government of India.
The 27th October 1862.

NOTE

ON THE

STATE OF EDUCATION IN INDIA

i 86$~66

NOTE

ON THE

STATE OF EDUCATION IN INDIA

1865-66*

1. The object of this Note is to collect, in a convenient form,
Information and statistics respecting the educational measures now in
operation in India both by the direct instrumentality of Govern-
ment Officers, and by private agency. The chief sources of informa-
tion are the yearly Education Reports prepared in the several Presi-
* dencies and Provinces. The last Reports relate to the year 1865-66,
and hence the information and statistics given in this Note relate also
to that year. The fact that the statistical tables of the Bombay
Education Report were not received till March 1867, will show how
'difficult it is to prepare a Note of this kind, till after the lapse of a
considerable time from the date to which the information refers.
I have, of course, availed myself of more recent information in res-
pect of important points where a reference to subsequent proceed-
ings seemed desirable; but, speaking generally, the review of edu-
cational measures and Institutions relates to the year 1865-66. The
Table of Contents prefixed to this Note gives a sufficient idea of the
general scope of the review, and of the arrangement of subjects.

SECTION I

GENERAL RESUME OF EDUCATIONAL OPERATIONS IN THE SEVERAL
PRESIDENCIES AND PROVINCES OF INDIA

2. There were in 1865-66 altogether eight Presidencies, and Pro-
vinces, as given on the margin, having organized Departments of
Education, each superintended, in the manner con-
templated by the Education Despatch of 1854, by
a Director of Public Instruction and staff of Ins-
pectors. Steps have since been taken for organizing
similar Departments of Education in the Hyder-
abad Assigned Territories and in British Burmah.

Bengal

North-western

Provinces

Punjab

Madras

Bombay

Oude

Central Provi-
nces
Mysore

♦Education Proceedings (Volume), June 1867, No. 39. This "Note” was
published as No. LIV of the Selections from the Records of the Government of India ,
Home Department .

123

125

124 SELECTIONS FROM EDUCATIONAL RECORDS

3. Fuller information and statistics in respect of Universities*
Colleges, and the several classes of Schools in each Province will be
given in the following Sections of this Note. My present object is
to give in this Section a brief outline of the main features of educa-
tional operations in the different Provinces of India.

4. Universities have been established in the three Presidency
Towns of Calcutta, Madras, and Bombay, respecting each of which
separate particulars will be given hereafter. It is sufficient here to
remark that the effect of these Institutions on the more advanced
grades of educational operations appears to have been beneficial in
a very marked degree. Not very long ago the Director of Public
Instruction in Bengal, writing of the Calcutta University, remarked
that it had proved “a powerful and valuable stimulus to every Col-
lege and School in the country.” Similar testimony was borne to the
Madras Institution by the Head of the Education Department in
that Presidency, who stated that “of all the measures which have
been adopted of late for the spread, and especially for the elevation,
of education, it may be doubted if there be any that has proved
more efficacious than its establishment:” and the general effect of
the operation of the Bombay University was stated to have been
“very marked indeed,” both as supplying a “test which can be relied
on,” and as affording a “great stimulus to both Schools and Colleges”;
and these opinions, expressed about two years ago, have been amply
borne out by the continued and yearly increasing influence of the
Universities in the three Presidencies.

5. An examination of the figures given in the following Sections
respecting Colleges and Schools will show a great diversity in the
channels in which educational operations have been made to flow
in the several Presidencies and Provinces, and a few general remarks
on this subject will not be out of place.

6. The Province of Bengal stands clearly foremost in respect of
the Higher Classes of Education. The main endeavors of the Edu-
cation Department have been directed to this end. In Bengal are
to be found the largest number and the best specimens of Colleges
and Schools of the Higher and Middle Classes filled by pupils whose
appreciation of the education received is attested by the comparative-
ly large amount of the fees paid. In no other Province of India
has education of a higher kind so great a money value as in Bengal.
So far the Bengal system has prospered. The main channel chosen
for directing its efforts has been education of the Higher and Middle

GENERAL RESUME OE EDUCATIONAL OPERATIONS

Classes, and in this respect it has unquestionably succeeded in a
degree unequalled in any other part of India.

7. But at this point, i.e ., at the development of a good Higher
and Middle Class Education, the Bengal operations might, until
quite recently, have been said practically to terminate. The great
masses of the people of Bengal, including the laboring and agricul-
tural classes, were reported in 1863-64 to be in reality scarcely touch-
ed as yet by our educational operations.” “Various plans, ’ as the
Director of Public Instruction wrote in that year, “have been devised
and tried for bringing School instruction to bear upon them, (the
lower orders of the people above referred to), but the result has
almost uniformly been that the Schools which have been organized
or improved for their benefit have been at once taken possession of
and monopolized by classes who stand higher in the social scale.
The fact was that up to that time no good plan for diffusing ele-
mentary instruction among the masses of the people had been de-
vised. The efforts to improve the indigenous Village Schools of the
country had failed; and the few Schools established by Government
as models, though affording a good vernacular education to a limited
number of pupils of a higher social grade, seemed to have no effect
whatever in raising the level of the indigenous Schools below them.
Even the establishment by Government of cheap elementary village
schools, designed to supersede the indigenous Schools, though suc-
ceeding in the North-Western Provinces, seemed to fail in Bengal
in that part of the country (Behar) where it was tried. It was,
perhaps, the apparent hopelessness of the attempt at popular educa-
tion that gave such prominence, in the minds of the Bengal Educa-
tional Authorities, to the theory that education must filter down-
wards, and that it was impossible to reach the lower strata of the
people till after the upper strata had been operated on. This theory
was frequently and very broadly stated, as will be seen from the
following extract from a letter written by the Director in January
1865:—

“I have only to reiterate here what I have had occasion to insist
upon in several recent communications, that the liberal education
of those classes of the community who, from their station in society,
have the control of the education of the poorer classes is still the
most important object which can engage the attention of Govern-
ment. The education of the lower orders of society should assured-
ly not be neglected, but it is a primary condition of the spread of
education among all classes that full provision should fiTst be made*

126

SELECTIONS FROM EDUCATIONAL RECORDS

for the education of that class on which depends the education of
all the rest.”

8. But it may, I think, be reasonably doubted whether the theory
of the downward filteration of education, however true as a general
principle, will not be found wanting when applied to the lowest
strata of the population; and it is certain at all events that by far
the most successful results which have as yet appeared in any part
of India in the education of those classes have been the fruits of
effors applied directly to the agricultural and laboring population
independently of all other measures for promoting education of a
higher order. It is satisfactory, therefore, to be able to state in res-
pect of Bengal that, within the last few years, a scheme has been
set on foot which seems to give good promise of really influencing
the education of the lower orders of the people. I refer to what is
called the Normal School system for training Gurus. Full informa-
tion respecting this system will be given under the head of Lower
Class Schools in Section V; and meantime I will only remark that
the Guru Students of the Normal Institutions are the nominees of
the villagers, who bind themselves to receive them back as their
Patshala Teachers when qualified; the Government, on the other
Land, giving to every qualified Teacher so employed a grant of
Hupees five per mensem towards his salary.

9. In the North-Western Provinces we find, so far as the direction
of the main channel of educational operations is concerned, a mark-
ed contrast to Bengal.

10. Perhaps there is no one of the older Provinces in which the
means of education of the Higher and Middle Classes is more meagre
than in the North-Western Provinces; and it is only quite recently
that a proposal has been made by the Government of the North-
Western Provinces, and sanctioned by the Government of India,
which contemplates the establishment of 21 Zillah Schools in the
North-Western Provinces, in lieu of the two Middle Class Institu-
tions now on the list. Some of them will probably at once take rank
as Higher Class Institutions, educating up to the University Entrance
Standard: and all of them will doubtless eventually come up to this
standard. This is unquestionably a move in the right direction to-
wards the supply of a very obvious want in the North-Western Pro-
vinces.

11. In those Provinces, however, we find that measures have for
many years been in operation for the elementary education of the

GENERAL RESUME OF EDUCATIONAL OPERATIONS X 2,J

great masses of the people on a more extended scale, and with,
perhaps, more successful results than in any other part of India.
The education of the lower classes of the people is in fact the main
channel in which educational operations in the North-Western Pro-
vinces have been made to flow.

12. It was about the year 1850 that Mr. Thomason set on foot
organized efforts for improving the education of the lower classes
of the people. These efforts were directed to the establishment, at
the several Tehsil Stations, of Vernacular Schools intended to serve
as models for the improvement of the indigenous Village Schools,
the inspection and encouragement of which by rewards, &c., were
also provided for. A very considerable amount of success attended
these efforts; and Mr. Thomason's Tehsilee Schools still form an
important feature of the School system in the North-Western Pro-
vinces. The improvement of the indigenous Schools has, however,
proved to be a matter of great difficulty, and more or less unsatis-
factory in its results. The system is consequently being gradually
superseded by the establishment of what are called Circuit or Hulka-
bundee Schools, supported by the proceeds of an Educational Cess.
This cess is a most important help to the Education Department.
It forms a component part of all new settlements of the land revenue,
so that ere long the Hulkabundee School system is expected to “cover
the land.” Even now, in districts where the cess does not form part
of the existing settlement, arrangements are very generally made with
the consent of the people for its pavment.

13. In the Punjab educational measures of an organized character
were not set on foot till within a comparatively recent period; and
the numerous educational Institutions and operations, which now
bear favorable comparison with those of some older Provinces, may
be almost said to have sprung into existence within the last few
years. Profiting by the experience of other Provinces, the Punjab
Authorities have organized a system of education which avoids the
defects observable in Bengal and the North-Western Provinces. The
Punjab system aims at providing simultaneously for the Higher Class
of Education and for the elementary instruction of the mass of the
people, copying for the former object the admirable system and
organization of the Bengal Zillah Schools, and for the latter object
the system of Hulkabundee Schools so successfully elaborated in the
North-Western Provinces. A glance at the figures given in the
following Sections of this Note (Sections IV and V) will show the
creditable development which eductional operations in the Punjab

125 Dir of Arch — 9

128

SELECTIONS FROM EDUCATIONAL RECORD:*

have already attained, not only by the direct instrumentality of Gov-
ernment, but also by private efforts.

14. In the Madras Presidency we find a relatively fair number
of Higher and Middle Class Schools.

io. But in respect of Lower Class Schools the Madras Presidency
certainly appears to be behind hand. Nothing, or next to nothing,
has ever been done in this direction by the direct instrumentality of
Government; and hence, of the total number of 842 Schools of this
class shown in the Madras Returns, the great bulk (825) come under
the head of Private Institutions. The Government has endeavoured,
in various wavs, to encourage this class of Schools. Grants-in-atd
have been given chiefly in the Tinnevelly District to Missionary
Societies undertaking to supervise and maintain elementary Schools;
and this system, so far as it has extended, is stated to have worked
satisfactorily. In a portion of the Godavery District a system of
Village Schools, supported by an educational rate, founded on the
supposed consent of the rate-payers, was commenced about 12 years
ago, but the scheme wanted stability, and it was to provide for this
that the Madras Education Act of 1863 was passed; the object of the
Law being “to provide for the maintenance of certain Schools in the
Delta Talooks of the Godavery District under the Presidency of
Fott St. George, and to enable the inhabitants of any other town,
village, or place in any district under the said Presidency to assess
themselves for the establishment and maintenance of Schools;” The
Act was not brought into operation in the Godavery District till
July 1865; and the first Reports of its working were not very favor-
able, the principal difficulty being the impossibility of getting quali-
fied men to act as Commissioners for the assessment of the rate and
the management of the Schools. The “rate Schools,” as they are
called, are 79 in number; of which 72 are in the Godavery District,
and seven in other districts. In 1864-65 there were 75, so that the
extension of the system during 1865-66 consisted in an addition of
only four Schools. Hopes, however, appear to be entertained that
this system of voluntary assessment for educational purposes will in
the end work well. A third system has also recently been set or,
toot, chiefly in the Coimbatore and Nellore Districts, the main ob-
ject of which is the inspection, encouragement and improvement of
indigenous Schools. Although this system has not worked satisfac-
torily in other Provinces, favorable mention of it is made in the
Madras Reports; and it may, perhaps, become an important means
of showing the people the necessity and advantage of improving

GENERAL RESUME OF EDUCATIONAL OPERATIONS j 2 g

’their Schools, and thus paving the way for the introduction of a
better class of Institutions under the educational rate system.

16. In Bombay education of the Higher Class was, until recently,
in a very unsatisfactory state. The Elphinstone and Poona Colleges
had been publicly condemned by ihe Government Exainineis of
1855-56; and, though they were shortly after subjected to a thorough
reform, the work of renovation was slow; and it is only within the
last few years that these Institutions have really deserved the name
of College. The Government Higher Class Schools, now nine in
.number, may be said to have had an equally recent origin.

17. But, perhaps, the greatest difficulty hitherto experienced in
the Bombay educational operations has been the provision of ele-
mentary education for the agricultural and laboring classes. The
•steps taken prior to 1854 consisted in the establishment of a limited
number of Vernacular Schools, maintained and managed solely by
•Government, in the most promising localities. This was supplement-
ed after 1854 by the introduction of, what was called, the “partially
self-supporting system.” The establishment of Schools entirely at
the cost of Government was too expensive to admit of much exten-
sion, and the condition of partial self-support opened the way for a
time to an enlargement of the field of operations at a comparatively
small increase of cost. Under this system more than 200 Schools
were opened in two years; but its defects soon began to appear. It
was easy for a zealous Educational Officer to induce village commu-
nities to consent to contribute towards the establishment and main-
tenance of such Schools; but it was difficult to keep up an interest in
them, and impossible to enforce payment of contributions when the
interest had vanished.

18. The partially self-supporting system was, therefore, gradually
'dropped; enhanced fee rates being made, wherever possible, to take
•the place of the reluctantly paid popular subscription. By a re-distri-
bution of education expenditure, provision was made in 1859 for a
considerable extension of operations, and the Bombav Authorities
began about the same time to look about for fresh sources of local
income. In 1862 an enactment was passed, one object of which was
to legalize the appropriation of Municipal Funds to the support of
Schools, and in 1864 the Bombay Government took the very im-
portant step, of levying an extra land assessment or Education Cess.
The nurnbei of Vernacular Schools of the Lower Class maintained
by Government now amounts to 1,108, of which nearN 200 were

130 SELECTIONS FROM EDUCATIONAL RECORDS

established during the last year (1865-66) from the proceeds of the
Education Cess.

19. Although, therefore, elementary education in Bombay may
not as yet have attained any very marked development, there is*
every prospect of progress in future years.

20. Turning now to the smaller Administrations, it may be re-
marked, as regards the Province of Oude , that, until within the last
three years or so, there was no educational system at all. Grants-
in-aid were given to some eight private Schools, of which five were
called Talookdaree Schools owing to the partial support given to
them by the Talookdars, and there were about 20 Tehsilee Schools
maintained by fees, contributions and other local funds. The whole
Government expenditure on education did not then exceed Rupees*
12,000 per annum.

21. In 1863-64 the sanction of Government was given to an
organised system of educational operations in Oude, providing, be-
sides direction and inspection, for the establishment of 10 Zillah
Schools and 34 Tehsil Schools; with a liberal allowance for grants-
in-aid, including one large grant of Rupees 25,000 per annum for
the Canning College,— an Institution founded primarily on the sup-
port of the Oude Talookdars. The gradual re-settlement of the
Oude Districts, with provision for an Educational Cess, is also pre-
paring the way for the establishment of Village Schools on the Hulka-
bundee system of the North-Western Provinces. The cess had, in
1865-66, been introduced fully only in one district (Oonao), and
partially in seven other districts. In July 1865 the first set of Village
Schools, 60 in number, were established in the Oonao District, and
provided with Teachers trained in a Normal School established at
Lucknow for the purpose. This work of training Teachers for Vil-
lage schools is being pushed on vigorously, so as to have trained
Teachers ready for the Village Schools, which will, in due course^
be opened in other districts.

22. Not long before the period of the educational movement m
respect of Oude, above described, a systematic plan of operations
had been set on foot in the Central Provinces . Besides a controlling
and inspecting staff of Officers, provision was made for the mainten-
ance of 10 Anglo-Vernacular or Zillah Schools, which will all be
eventually assimilated, in respect of equipment and status, to the
Higher Class Zillah Schools of Bengal. Meantime only one of them

GENERAL RESUME OF EDUCATIONAL OPERATIONS I 31

is able to claim that rank. Vernacular education has received cor-
responding attention, 96 Town Schools and 646 Village Schools (on
the Hulkabundee system) having already been established, and pro-
vision made by the establishment of six Normal Schools for tne
training of Village School Masters. An attempt has also been made
in the Central Provinces to encourage indigenous Village Schools on
the plan of payment by results under the Grant-in-aid Rules; but as
yet only 25 Schools have presented pupils for examination. A large
number (656) of indigenous Village Schools, chiefly in the Sum-
bulpore District, have, however, been encouraged and improved by
the interest taken in them by District Officers, as well as by casual
gifts in money or books for the Masters or pupils.

23. The Education Department of Mysore was organized in 1857.
There are now in the Province 10 Higher Class Institutions (six
Government and four Private), 16 Middle Class Schools (nine Gov-
ernment and seven Private), and (what is a very small proportion)
only 47 Lower Class Schools (32 Government and 15 Private). The
progress made in the means of elementary education is certainly
small for a Province which has had an organized Education Depart-
ment for the last 10 years.

24. In British Burmah , although no organized Education Depart-
ment had been established till towards the close of 1866, a not in-
considerable advance has been made in educational operations.
1’here are three Government District Schools of the Middle Class,
supplemented by a very satisfactory proportion of Private Institu-
tions, numbering 28, under the Grant-in-aid Rules. These Private
Institutions are chiefly supported by Missionary bodies, to whose
efforts the cause of education in British Burmah is much indebted.
There are also 259 Village Schools supported by the same agency, to
some of which Government grants m aid are given.

25. The Chief Commissioner of British Burmah regards the Bud-
dhist monasteries, which are in fact the indigenous Schools of the
country, as a good ground-work for a future extension or improve-
ment of the means of elementary Vernacular education. The system
of indigenous education in British Burmah, as carried on in these
monasteries, will, the Chief Commissioner says, “bear comparison
with any educational system existing in any other Province under
British Rule.” It is already widely diffused, giving, as stated by the
Chief Commissioner, “a knowledge of reading and writing to three-
fourths of the juvenile male population;” and the Chief

GENERAL FINANCIAL STATISTICS

133

^ 2 SELECTIONS FROM EDUCATIONAL RECORDS

Commissioner looks forward to the improvement of these Schools-
mainly by inducing the monks to accept approved School books lor
the instruction of their pupils.

26. In the Hyderabad Assigned Districts, as already stated, steps
have been taken for the organization of a separate Education e-
partment under a Director of Public Instruction, and the scheme 111
view contemplates the establishment of two High Sc 00 s (I1 ' C
each district), together with Tehsil Schools and Village Schoo s.

SECTION II

Gfneral Financial Statistics

27. The cost for 1865-66 of the Establishments employed in the
several Presidencies and Provinces for directing and superintending
educational operations may be shown as follows, side by side wilh
the cost for the same year of the Instruction controlled by them:

Direction

and

Inspection

Instruction,;
including
all educa-
tional
charges not
coming
under the J
preceding |
head j

Total

Rs.

Rs. |

Rs.

Bengal

r From Imperial Funds .
, ) From Local Funds
{_ Private Expenditure

2,32,131

n,48 5 345

3,40,308

5,66,015

13,80,476

3,40,308*

5,66,015

Total .

2,32,133

: 1 20,54,668

22,86,799

•There is no educadon cess in Bengal, and the expenditure here : shown
from local funds is composed en'irely of money received from , school tees,
endowments, subscriptions, etc. This shousd be borne in mind in comp g
the Bengal expenditure from local funds with similar expenditure in c ther P -
vinces 3 where such funds are composed to a large extent of the proceeds or eauc : -
tion cesses which are in reality merely a portion of the general revenue collectea
and set apart for educational purposes. ( Selection from the Records oj tne
Government of Indio 3 Home Department , Volume LIV, p. 9).

Dire:tion

and

Inspection

Instruction
including
all educa-
tional

charges not
coming
under the
preceding
head

Total

Rs.

North Western *
Provinces

" From Imperial Funds
1 From Local Funds
v Private Expenditure

1,81,460

6,03,228

4,07,612

4,07,850

7,84,688

4,07,612

4,07,850

Total ,

1,81,460

14,18,690

16,00,15a

Punjab .

From Imperial Funds .
From Local Funds
Private Expenditure

1,66,358

11,515
. ••

35175713

2*52,394

1,51,204

4,84,071

2,63,909

1,51,204

Total .

1,77,873

7521,311

8,99,184

Madras . j

From Imperial Funds .
From Local Funds
Private Expenditure

1,23=952

4,96,717

95,714

3,06,433

6,20,669

955714

3,06,433

Total .

! 1,23,952

8,98,864

10,22,816

Bombay . -

f From Imperial Funds .
j From Local Funds \

(_ Private Expenditure J

1,64,965

5,938

7,05,102

8,38,294

8,70,067

8,44,232

Total .

L7O.903

15,43,396

17,14,299

Oude . . -

f From Imperial Funds .
1 From Local Funds
L Private Expenditure

22,981

1,19,464

35,667

36,130

1,42,445

35,667

36,130

Total ,

22,981

1,91,261

| 2,14,242

Central . *

Provinces

f From Imperial Funds .
J From Local Funds
L Private Expenditure

58,884

300

76,579

1,69,447

32,856

1 1,35,463
1,69,747

32,856

Total .

59,184

2,78,882

i 3,38,066

Mysore . .

f From Imperial Funds .

^ From Local Funds . . !

L Private Expenditure . . j

26,582

85,439

29,492

1,12,021

29,492

Total . j

26,582

1,14,93 1

L4L5I3

I have not included in the above Statement the Province of British
Burmah or the Hyderabad Assigned Districts (Berars), because the
Education Reports received frpm them do not give the required
information. The Directors of Public Instruction recently appoint-
e d in those Provinces will probably supply this deficiency in future.

*34

SELECTIONS FROM EDUCATIONAL RECORDS

28. It may be explained generally that the figures given under
the head “Local Funds” represent money received and administered
by Government Officers or Educational Committees, but derived
from local sources, such as Education Cesses, School Fees, Private
Endowments, Subscriptions, &c. The figures given under the head
of Private Expenditure may be said generally to represent the ex-
penditure from private sources on Private Schools which are under
the inspection of Government Officers. The amount shown under
this head must be more or less approximate, and probably consider-
ably below the real amount; and there is, of course, a considerable
amount of private expenditure on education which never comes
under the cognizance of Government, as, for instance, expenditure
on Schools which are neither aided nor inspected by Government,
and with the accounts of which the Government has nothing to do.

SECTION III
Universities

29. The Despatch of 1854 conveyed the orders of the late Court
Universities of Directors in regard to the establishment of Uni-
versities in India. An opinion was expressed that “the form of gov-
ernment and functions” of the London University might be ad-
vantageously followed in their general features. It was stated that
the examinations for degrees should not include any subjects con-
nected with religious belief, and that in regard to affiliation the
same neutrality should be observed.

30. The standards for common degrees were to be fixed so as
“to command respect without discouraging the efforts of deserving
students,” while in the competition for honors care was to be taken
to “maintain such a standard as would afford a guarantee for high

ability and valuable

Act. IT of 1857,
Calcutta
„ XXII of i8S7»

. Bombay
„ XXVII of 1857,
Madras

attainments.” Under these instructions. Uni-
versities have been established at Calcutta.
Madras, and Bombay, incorporated by the
Acts marginally indicated. Further powers
for the appointment of new degrees by Bye-
laws, subject to the confirmation of the

Governor General in Council in regard to Calcutta, and by the

Local Governments in regard to Bombay and Madras, were given to

the Senates by a subsequent Act XLVII of 1860.

31. While it has been a declared object to preserve a general
harmony of constitution in these Institutions, it has not been attempt-
ed to enforce a rigorous uniformity in matters in which local con-
siderations, and the judgment of the Local Governments, might

UNIVERSITIES

135

beneficially have free scope. In the three Universities, consequently,
we find a general similarity of constitution, and a considerable
diversity in minor details, and in a few not unimportant points. And
although the form of government and regulations of the London
University were, in the first instance, more or less exactly adopted,
various modifications have from time to time been made to adapt
them to the requirements of this country.

Calcutta University

32. The Calcutta University provides for the grant of the follow-
ing Degrees and Licences:—

Arts .... /Bachelor of Arts (B.A.)

\ Master of Arts (M.A.)

r Licentiate in Law (L.L.)

Law .... < Bachelor in Law (B.L.)

k Doctor in Law (D.L.)

p Licentiate in Medicine and Surgery (L.M.S.)

Medicine . . . < Bachelor in Medicine (M.B.)

(_ Doctor in Medicine (M.D.)

["Licentiate in Civil Engineering (L.C.E.)

Civil Engineering. . . ^ Bachelor in Civil Engineering (B.C.E.)

k Master in Civil Engineering (M.C.E.)

Besides the examinations for the above degrees, there are the
“Entrance Examination” and the “First Examination in Arts” of a
somewhat lower standard than the B.A. Degree Examination. There
are also two examinations for the Licence in Medicine and two for
the degree of Bachelor in Medicine, —the first being an intermediate,
and the second a final examination. The “First Examination in
Arts” was introduced in 1861, and holds an intermediate place be-
tween the Entrance and B.A. Examinations. The object was to en-
courage Under-graduates to continue their studies beyond the entr-
ance, and in this it has fully answered the expectations formed of
its probable effect. In each of the Professional Faculties there are,
as will be observed, two Degrees and a Licence. This arrangement
was introduced about three years ago. There had from the first
been a Licentiate Degree in the Faculty of Medicine, and similar
degrees were introduced in 1861 in the Faculties of Law and
Engineering; the intention being to enable Under-graduates to ob-
tain a professional qualification without graduating in Arts. But
these Licentiate Degrees were not popular either with the Senate
or the students, and hence it" was that the present arrangement of
two Degrees and a Licence was introduced in each of the Professional
Faculties.

i 3 6

SELECTIONS FROM EDUCATIONAL RECORDS

UNIVERSITIES

13 ?

33. Two important changes in the Regulations as to Arts were
made in the year 1863-64. The first was the removal of the
vernacular languages of India from the subjects of examination
for the First Examination in Arts and the B.A. Examination; the
effect of this measure being to compel all candidates in Arts to take
up one of the following classical languages, viz.— Latin, Greek, Sans-
crit, Hebrew, or Arabic. The second was the re-distribution of the
subjects of Examination for the B.A. Degree, by which ‘Physical
*( 1 ) Languages Science' was removed from the list of necessary*

History . subjects of examination, and in its place candi-

(4) Mental and dates were allowed to select one 01 the tour

Moral Science following subjects:— (a) Geometry and Optics;

(b) Elements of Inorganic Chemistry and Electricity; (c) Elements
of Zoology and Comparative Physiology; and (d) Geology and
Physical Geography

34. The Registrar of the Calcutta University has kindly furnish-
ed me with the following Memorandum on points connected with,
the more recent history of the University:—

Since 1864 no changes have been made in the Standards of Exami-
nation. In the Regulations the form of certificate, which candidates
for Matriculation are required to produce, has been altered in such
a manner as to require from Head Masters of Schools an expression
of opinion as to the fitness of a candidate to go up to the Examina-
tion. This change was made for the purpose of imposing a check
on the admission of candidates to the Entrance Examination who
were not likely to pass. The new form of certificate was adopted
for the first time at the last Examination in 1866, and evidently
operated to check the admission of ill-qualified candidates. A pro-
posal will be submitted to the Senate at the next Annual Meeting
to introduce a similar change in the certificate of candidates com-
ing up to the First Examination in Arts and the B. A. Examination.
Besides checking the admission of candidates to the University
Examinations, who are not, in the opinion of their tutors, likely to
pass the restriction, it is thought, will act beneficially in preserving
better discipline in affiliated Colleges.

The University building is now in course of construction, and
will be completed early in 1868.

No reply has been received from the Government of India to*
the letter from the University of 25th June 1862, regarding the
establishment of Scholarships and of a Professorship of Natural and'

Experimental Philosophy, nor have these questions again been dis-
cussed in the Senate with a view to a further application to Govern-
ment. The Senate met in July 1866 to consider the best mode of
appropriating Mr. Premchund Roychund’s donation of two lakhs
ot Rupees; and amongst other plans then considered, was one for
applying the proceeds of this donation in founding University
Scholarships of a similar nature to those the Senate recommended
the Government to establish in 1862. A proposal to devote the pro-
ceeds of the donation to the endowment of a Professorship of Mathe-
matical and Physical Science was also considered at the same time.
Both proposals were, however, rejected, and the following plan was.
adopted:—

1. — Five Studentships, to be named after the donor, of Rupees
2,000 a year each, to be founded and maintained by the interest of
the two lakhs of Rupees and its accumulations during the next five
years.

2. — Any M.A. of this University to be eligible for one of these
Studentships during eight years from the time that he passed the
Entrance Examination.

3. — Such Studentship to be tenable for five years, and one elec-
tion to be made annually after examination.

4. — Candidates to give notice of intention to appear six months
before the Examination, and to select not more than five of the
following subjects, each to receive a maximum of 1,000 marks:—

1. English.

2. Latin.

3. Greek.

4. Sanscrit.

5. Arabic.

6. History of Greece, Rome, England, and India; and a general

view of the History of Modern Europe from Guizot,
Hallam, See.,— to include Political Economy.

7. Moral Sciences, viz.. Ethics. Mental Philosophy, and Logic.

8. Pure Mathematics.

9. Mixed Mathematics.

10. Physical Science.

5. — The names of the Students to be printed in the Calendar
after the Fellows, and after them the names of ex-Students.

SELECTIONS FROM EDUCATIONAL RECORDS

I 3 8

The first Examination for the award of a Premchund Roychund
Studentship will be held in the spring of 1868.

The Maharajah of Vizi anagram, in a letter to the Government
of Bengal, dated 31st March 1865, expressed a desire to found a
University Scholarship of Rupees 50 a month for the purpose of
encouraging a liberal education in Literature and Science; and
His Highness requested that the Scholarship might be designated the
“Maharajah of Vizianagram Scholarship/’ and awarded to the first
Graduate in the B.A. List of the year (being a Native of India),
on condition of his prosecuting a further course of study in an affi-
liated College for the attainment of the Degree of M.A. His High-
ness further directed that application should be made to Rajah Sutt
Shurn Ghosal, of Bhookoylas, for the annual payment on account
of this Scholarship, until such time as it might be convenient for
His Highness to invest an amount in Government Securities which
would produce an annual income of Rupees 600. This Scholarship
has been awarded in accordance with the wishes of the founder dur-
ing the last two years; but, pending the receipt of the Government
Securities, the endowment has not been recorded in the University
Calendar.

The Committee of the Duff Memorial Fund, at a Meeting on
22nd February 1866, recommended to the subscribers that the funds
at their disposal (about Rupees 20,000) should be invested in
Government Securities, and transferred to the University for the
purpose of founding four Scholarships, each of Rupees 15 a month,
tenable for one year, to be awarded upon certain conditions to stu-
dents after passing the First Examination in Arts. The subscribers,
at a Meeting on 6th April 1866, approved of the Committee's propo-
sal; and the Senate, at a Meeting on 21st July following, accepted
this benefaction from the subscribers to the fund. The four Scho-
larships have been awarded upon the result of the last Examination
in December.

35. Within the last year an important alteration was made in
the Rules for affiliation. Formerly, Institutions could be affiliated in
Arts only “for the B.A. Degree/’ i.e,, only if they provided the means
of education up to the Standard of that Degree. Institutions can
now be affiliated in Arts without the above mentioned limitation;
and, under this alteration of the Rule, the Anglo-Persian Depart-
ment of the Calcutta Madrissa has quite recently been affiliated in
Arts as educating up to the Standard of the “First Examination in
Arts.”

UNIVERSITIES 1 ^

The following list of Institutions affiliated to the Calcutta Uni-
versity is taken from the Calendar for 1866-67:-

Government Institutions

1. Presidency College, Calcutta

2. Medical College, Calcutta .

3. Sanscrit College, Calcutta .

а . Hooghly College, Hooghly

<. Dacca College, Dacca • •

б. Kishnaghur College, Kishnaghur

7. Berhampore College, Berhampore

8. Patna College, Patna

o. Agra College, Agra .

10. Senates College, Benares .

11. Bareilly College, Bareilly .

12. A j mere School, A j mere

13. Saugor School, Saugor •

14. Queen’s College, Colombo

} North-Western
Provinces

Central Provinces
Ceylon

15 -

16.

17 *

18.

19.

20.

21.

22.

24.

25-

26.

27.

28.

29.

Private Institutions

Bishop’s College, Calcutta •

Doveton College, Calcutta •

St. Paul’s School, Calcutta •

Fr^e Church Institution, Calcutta

pore, Calcutta *

St. Xavier’s College, Calcutta • ■

General Assembly’s Institution, Calcutta
Cathedral Mission College, Calcutta .

Serampore College, Calcutta • * *

St. John’s College, Agra • >North-Westerm

Joynaram’s College, Benares • Uoorkee [provinces

Thomason Civil Engineering College, Roorket • J
Lahore Mission School, Lahore . - * * !

St. Thomas’s College, Colombo . - * ^

14 °

selections from educational records

UNIVERSITIES

141

Madras University

37. The Madras Uni tersity provides for the grant of the follow-
ing Degrees, viz.:—

Arts . . . . . f Bachelor of Arts (B.A.)

Master of Arts (M.A.;

Law . . . . . f Bachelor of Laws (B.L.)

\ Master of Laws (M.L.)

{ Bachelor of Medicine and Master in Surgery
(B.M. and C.M.)

Doctor of Medicine (M.D.)

Civil Engineering . . Bachelor of Civil Engineering Oh.C.E.)

Besides the examinations for the above Degrees, there are the
“Matriculation Examination” and the “First Examination in Arts;”
the latter being, as in the Calcutta University, intermediate between
the Matriculation and B.A. Examinations. For the Degree of
“B.M. and C.M.” there is a “Preliminary Scientific Examination”
and a “First Examination,” both of which must be passed before
the final or “Second Examination.” For the Degree of M.D.
there is no examination in respect of candidates producing a
certificate of having been engaged two years in the practice of their
profession subsequent to having taken the Degree of “B.M. and
C.M. ” other candidates on producing diplomas of the Madras
Medical College, and certificates of having been engaged for five
years in the practice of their profession, are allowed to present
themselves for examination.

38. The Madras University Regulations in respect of Examina-
tions have, like those of the Calcutta University, undergone consi-
derable modification since the establishment of the University. It
would be tedious and out of place in a Note of this kind to attempt
to enumerate the various alterations made. The principal changes
up to 1863-64 were briefly indicated by the Director of Public
Instruction in his Report for that year in the following terms,
viz.

(1). The range of History, in the Matriculation and Bachelor
-of Arts Examinations, has been considerably reduced.

(2). An Examination called the First in Arts has been interposed
between the Matriculation and the Bachelor of Arts Examinations;
and in this test. Arithmetic and Indian History are finally disposed
•of. so as to allow of the examination in the higher subjects for the
Bachelor of Arts Degree being made of a more searching character.

(3). For the M.A. Degree in languages it is now prescribed that
English shall be brought up by every candidate, whereas originally
a Student was permitted to offer himself for examination in Latin

X 42

SELECTIONS FROM EDUCATIONAL RECORDS

and Greek to the exclusion of English. According to the plan
first laid down. History, with scarcely anything beside a certain
amount of Political Economy, formed a distinct branch in which-
the Degree of M.A. could be obtained. The revised Regulations
have thrown out the Historical Branch per se, and associate History
with the subjects in another branch.

(4) . The distinction originally drawn, in some cases, between
ordinary and Honor Degrees of the same name has been done awav
with, and* a higher Degree has been made to correspond with a
more extensive range of attainments. Also, instead of placing
passed candidates in anv class in alphabetical order, as was done
at first, they are now ranked in order of merit, as determined bv
the aggregate marks obtained in the Examination.

(5) . The Standard ot the Examinations in Law has been raised;,
and the subjects of examination, which were originally laid down
in a vague and unsatisfactory manner, have been distinctly speci-
fied. In the room, too, of the Degree of Bachelor of Law with
honors, a new Degree of Master of Law has been instituted, upon
the principle mentioned just above.

(6) . At the establishment of the University, two Degrees were
provided in Civil Engineering, viz., those of Graduate and Master.
The designation of the lower has been changed from Graduate to
Bachelor; and the higher Degree has been placed in abeyance for
a time. Also the range of subjects for the lower test has been
reduced,— language and history no longer entering the examination^
which is confined to branches of knowledge immediately connected
with the profession of a Civil Engineer.

The alterations since that time have had for their object—

(7) . Raising the number of marks assigned to English in the
rirst Arts Examination and in the B.A. Examination.

(8) . Raising the number of marks assigned to Hydraulics in the
Examination for the Degree of B.C.E., — the object being to give
greater prominence to this important branch in the studies of those
qualifying themselves as Engineers.

(9) . The institution of three examinations instead of two for
the Degree of “B.M. and C.M.”.

UNIVERSITIES 143

39. The Madras University Calendar for 1865-66 contains the
following List of affiliated Institutions, viz.

Institutions Affiliated to the University of Madras

Church Mission Society’s Native English School, Palam-
cottah.

Church Mission Society’s College, Cottayam.

Church Mission Society’s Institution, Cotta, near Colombo.

Church Mission Society’s High School, Jaffna,

Free Church Mission Institution, Madras.

Government Normal School, Madras.

Grammer School, Ootacamund.

High School, Bangalore.

London Mission Institution, Madras. ;

London Mission Institution, Bangalore.

London Mission Theological Seminary, Bangalore.

Medical College. 1 .. ,

i- 11 r Madras.

Presidency College, j

Provincial School, Kumbhakonam.

Provincial School, Bellary.

Provincial School, Calicut.

Wesleyan Anglo-Vernacular Institution, Madras.

Wesleyan Native Educational Institution, Bangalore.

Wesleyan Central School, Jaffna.

40. The following remarks made by the Director of Pub3ic
Instruction, Madras, in his Annual Report of 1863-64, may be
quoted in connection with the above list:—

“It is necessary here to observe that whether a School is, or is not,

, affiliated is a matter of little importance in the

Affiliation of little con- s ^ „ r , .

sequence as regards the Madras Presidency, as Students are now admit-

University of Madras te( j to a University Examination without being
compelled to produce certificates from affiliated Institutions. Many
Schools which send up Candidates to the University Examinations
are not affiliated, while some of those which are affiliated have sent
up few or no Candidates. Moreover, the privilege of affiliation has
been given to Schools on their affording evidence, not of possessing
means of educating up to the B.A. Standard, but of being capable
of sending up qualified Candidates to the Matriculation Exami-
nation.”

125 Dir. of Arch — 10

UNIVERSITIES

145

42. So far as the Professional Faculties are concerned, these
statistics do not show any marked development of the University
operations; but, as regards the Faculty of Arts, there is very decided
evidence of the growing influence of the Institution. It is true
that the statistics of the B.A. Examinaion for the last year 1865-66
show a great falling of as compared with the preceding years; but
this is accounted for by the circumstance that the year 1865-66 was
the first in which a rule requiring Candidates for that Degree to
have passed the First Arts Examination came into operation. The
results of the Matriculation Examination deserve especial attention.
This Examination, although the lowest in the scale of University
Examinations, is by no means the least important. It may almost
be said to be the most important, for, as remarked by the Director
of Public Instruction in his Report of 1863-64, it affords “leverage
immediately operative in raising the whole of what may be termed
middle class education.”

Bombay University

43. The Bombay University provides for the grant of the
following Degrees and Licence:—

Arts ..... -("Bachelor °f Arts (B.A.)

\ Master of Arts (M.A.)

Law Bachelor of Laws (B.L.)

Medicine . . . . /Licentiate of Medicine (L.M.)

\ Doctor of Medicine (M.D.)

Civil Engineering . . Master of Civil Engineering (M.C.E.)

Besides the Examinations for the above-mentioned Degrees,
there is the “Matriculation Examination/' and also, as in the
Calcutta and Madras Universities, a “First Examination in Arts '
holding an intermediate place between the Matriculation and B.A.
Degrees. There are two Examinations for the Degree of L.M.,
no Candidate being eligible for the second or final Examination
until two years after he has passed the first.

44. The following Statement gives for the Bombay University
statistics of a kind similar to those already given for the Calcutta
and Madras Universities:—

Years

Entrance First Arts. B. A. M.A.

Examination Examination Examination Examination

L. M (Final)
Examination

Number of
Candidates

Passed

Number of
Candidates

Passed

Number of
Candidates

Passed

Number of
Candidates

Passed

Number of
Candidates

<L»

Of)

1859 . 1

126

I- *

| . .

i860 .

! ■ ■

* •

1861 1

. .

i . •

• *

1862 .

134

. .1 6

4 .. !••

1862-63

143

56 (not given) 15} 6

3 . ••

1 3

1863-64

143

56 (not given) 16 15

8 1 (not given; 2 3

1864-65

(not given)

109 (not given) 1 5 j (not given)

ji2|(not given) 1 2

,;(not given;

146

SELECTIONS FROM EDUCATIONAL RECORDS

COLLEGES

147

45. It will be observed that the only Examinations held for
Professional Degrees have been in the Faculty of Medicine for the
Degree of L.M. And even in the Faculty of Arts the results exhi-
bited are but small when compared with those of the Madras and
Calcutta Universities. But, nevertheless, there is a decided tendency
to improvement; and it may be expected that the great attention
recently given in Bombay to the development of High School and
College education will have a marked effect on the University
statistics.

46. The following Institutions are shown in the Bombay
Calendar of 1865-66 as affiliated to the University, viz .

Elphinstone College . . Bombay.

Poona College . . . Poona.

Free General Assembly’s Ins-
titution . . . Bombay.

Government Law School . Bombay.

Grant Medical College . Bombay.

It is a small list, and all of the Institutions but one are in
Bombay itself.

47. An encouraging feature in the history of the Bombay Uni-
versity is the magnificence of the contributions which private
liberality has placed at its disposal.

In the year 1862-63, the sum of Rupees 20,000 was presented by
Munguldass Nathoobhoy, Esquire, for the foundation of a travelling
Fellowship.

In 1863-64, the donations received and offered amounted to no
less than Rupees 4,71,200: the principal items in the long ljst
being- (1) a donation of Rupees 1,75,000 from 18 gentlemen to-
wards founding a Fellowship in memory of the late Earl Canning;
(2) a donation of Rupees 1,00,000 from Cowasjee Jehangeer Ready-
money, Esquire, for the erection of University buildings; (3) a
like donation of Rupees 1,00,000 from Sorabjee Pestonjee Framjee,
Esquire, towards founding a fellowship; (4) a donation of Rupees
75,000 towards the establishment of a Professorship of Economic
Science.

In 1864-65, besides a donation of Rupees 1,200 for providing
University mace, there were two munificent donations from Prem-
chund Roychund,— the first (Rupees 2,00,000) towards the erection
of a University Library; and the second (Rupees 2,00,000) for the
erection of a Tower to contain a large clock and a set of joy-bells.

Concluding Remarks respecting the three Universities

48. Having given above detailed information and statistics
respecting each of the three Indian Universities, I may here intro-
duce the following remarks furnished to me by the Registrar of
the Calcutta University, in reply to a question of mine as to whe-
ther there was any material difference in the Standards for Examina-
tion in the different Institutions:—

“There does not appear to be any material difference in the
Standards for Matriculation at the three Indian Universities.

“At the Universities of Bombay and Madras, however, a Candi-
date may appear at the B.A. Examination after a period of three
years' study at an affiliated College, whilst in the University of
Calcutta a period of four years' study is required. It might be
expected that there would be a coiresponding difference in the
Standards of Examination for Degrees at the three Presidencies,,
and such in fact there appears to be. Both at Bombay and
Madras the practice of allowing an Under-graduate to exercise an
option in the subjects he will take up is permitted to a greater
extent than at Calcutta; and, whilst the Graduate is examined in
a wider range of subjects, it does not seem, from a comparison of
the examination papers of the three U niversities, that the know-
ledge of individual subjects exacted from a Graduate of this
University is more superficial than at the sister Universities of
Bombay and Madras."

SECTION IV

Colleges for General Education

49. As will be gathered from the heading of this Section, it is
proposed to deal only with Colleges for General Education leaving
Professional Colleges, as well as Professional Departments of
Colleges, to be treated of under the subsequent head of “Institu-
tions for Special Education.”

50. It may be well also to note that the remarks and statistics
here submitted relate only to Institutions which are either under
Government management, or subject to the inspection of Govern-
ment Officers. There are some affiliated Institutions (principally

148

SELECTIONS FROM EDUCATIONAL RECORDS

in Bengal and Madras) which are neither aided by Government
nor subject to the inspection of Government Officers, but the
local Education Reports contain no information respecting them,
and it would obviously be impossible at present to get from the
Managers of such Institutions the statistics necessary for incorpora-
tion in the Statements now given,

51. The following Statement gives a comparative view of the
statistics of College Education in the several Presidencies and
Provinces:—

Statement containing Statistics regarding Colleges for General
Education for the year 1865-66.

Bengal j

N. W. Provs j

Punjab

Madras !

. _ !

Bombay

Government Insti-
tutions

Private Institutions

Government Insti-
tutions

Private Institutions

Government Insti-
tutions

Private Institutions

Government Insti-
tutions

Private Institutions

Government Insti-
tutions

Private Institutions

Number of Colleges

none

Number of f Number on

puDils attend- *{ rolls

753

339

190

167

ing them 1 Average at-

i tendance .

723

315

159

M3'

Rs.

| Rs

| Rs.

; Rs.

Rs.

f From Govern-

i merit (Imp-
! erial) Funds

1 , 27,673

19,374

64,579

33,824

447

36,888

74,945

Expenditure -t j

j From Private
i or local sourc-

3,ii8

Ces

76,417

57,8 55

9,101

1,420

3»753

33,201

Total

2,04090

77,229

73,68o

35,244

4,200

40,006

1 , 08,146

Annual cost f Cost to Gov-
of educating , ernment .
each pupil,

176

406 j

I,l 66

558

524

L Total Cost

282

245

485 !

* 1

1,215 ;

350

607 :

756

♦Note.- — The four Private Colleges in the North-Western Provinc es and the one Institution of
this class in Madras are also Collegiate Schools, and the statistics given in the local Education Reports
do not distinguish between the College and School branches. It would serve no good purpose to
enter in this Satement the combined statistics, and the columns have, therefore, been left blank.

COLLEGES

149

52. The following Statement contains a classification of the
pupils attending the Colleges:—

Classified Statement of Pupils attending the Colleges for General
Education in 1865-66

Bengal

N.W.

Provs.

Punjab

Madras

Bombay

Total

^Exclusive of four out-Students in Patna College.

j Given approximately in the same proportion as for the College and School
Departments combined.

f Separate statistics for the College Department not available.

53. In the Government Institutions the annual cost of educating
<each pupil is, as will be observed, by far the greatest in the Punjab,
Tvhere it amounts to no less than Rupees 1,215. The Punjab
Colleges were only recently formed, and the small u umber of
pupils as yet attending them gives rise to this result. It may be
that the establishment of two expensively equipped Colleges in
the Punjab (at Lahore and Delhi) was a little in advance of the
actual and immediate requirements of that Province in respect of
College education; but the various Zillah Schools of the Punjab,
which are yearly improving in status, will doubtless ere long pro-
vide a supply of Students more commensurate with the cost of the
College Establishments maintained for their education, and thus
bring the present excessive expense of educating College pupils in
the Punjab nearer to the level of other Provinces.

54. The division of pupils into ‘Hindoos/ ‘Mahomedans, and
‘Others* shows, as might be expected, the very large predominance
of the Hindoo element among the Students. Apart altogether
from the relative proportion of Hindoos among the upper and
middle classes of the population of the country, it is unquestionable

that the Hindoos, as a race, take more readily to our system of
education. Of the whole number of Hindoos and Mahomedans
attending Colleges, only 3 1 .per cent, are Mahomedans.

150

SELECTIONS FROM EDUCATIONAL RECORDS

55. I now proceed to offer a few remarks respecting the Colleges
of each Presidency and Province.

Bengal

56. The Institutions of this class in Bengal are given in detail

Date of ° n the mar S in - The Presi '
Government Institutions . foundation dency College was establish-

1. Presidency College, Calcutta 1855 ed in 1855 on the basis of

2 . Dacca College, Dacca 1841 the old Hindoo College. A

2. Dacca College, Dacca 1841

3 * Berhampore College, Berhampore 1853

4. Kishnaghur College, Kishnaghur 1846

5. Patna College, Patna 1862

6 . Sanscrit College, Calcutta 1836

7. Hooghly College, Hooghly 1824

Private Institutions .

dency College was establish-
ed in 1855 on the basis of
the old Hindoo College. A
full account of the history
of the Hindoo College, the
destruction of its exclusive
rnaracter, and its incorpora-
tion in the plan for the
foundation of the Presidency
College as well as a sketch
of the scheme on which the
latter was founded, will be
found in No. XIV. of the
Selections from the Records
of the Bengal Government.

1 . Cathedral Mission College, n „ ", /

Calcutta * jg ^5 College as well as a sketch

2. Doveton College, Calcutta 1855 t ^ ie sc ^ eme on which the

3. Free Church Institution, Calcutta 1830 latter was founded, will be

4. General Assembly’s Institution, found in No. XIV. of the

^ ~ 1830 Selections from the Records

. ot the Bengal Government.

The mam features of the re-organization consisted in the establish-
ment of Chairs for Moral and Mental Philosophy and Logic, for
Natural Philosophy and Astronomy, for Natural History and
Geology, which did not exist in the old Hindoo College, and also
in the establishment on a defined footing of a separate Department:
for the study of law. In 1864-65 a third Department of Civil
Engineering was added to the College, consequent upon the aboli-
tion of the separate Civil Engineering College. The Professional
Departments will, however, be separately treated of under the
head of Institutions for Special Education. ”

57. The Presidency College (General Department) is conducted
Presidency College by a Principal and six Professors aided

by five Assistant Professors. The follow-
ing brief account of the Institution is taken from the Bengal Edu-
cation Report of 1863-64:—

The course of study for Under-graduate students extends over
four years, and a fifth-year class is also maintained, consisting of
Graduates who are preparing to present themselves at the Exami-
nation for University Honours or for the M.A. Degree. The College
possesses an Endowment Fund, partly derived from subscriptions,
raised to commemorate the services rendered to education by

COLLEGES

151

Baboo Dwarkanath Tagore, Sir Edward Ryan, and Mr Bird, and
partly from sums contributed by the Native community for the
maintenance of the old Hindoo College. These funds yield a
yearly income of Rupees 4,132, which is devoted to the establish-
ment of 10 Graduate Scholarships, tenable for one year. The
holders, who must be Bachelors of Arts, are required to attend the
College regularly, and to prepare themselves for the Examination
for University Honors in any branch they may select.”

The large attendance (monthly average 301) at this College,
the high fee rate (Rupees 10 per mensem, about to be increased
to Rupees 12) yielding an income of Rupees 32,000 per annum,
and the great prominence which the Institution has in all the
University Lists, indicate the position which it has attained, and
mark it out as a most encouraging proof of the stimulus which of
late years has been given to education in the Metropolis. It is
true that since 1864 the number of pupils has decreased from 367
to 310, but this is due to the large extension of the means of College
Education which has recently taken place in various other Colleges
both in Calcutta and in the Mofussil; and it is no subject, therefore,
for regret. The classes are now stated to be as full as is consistent
with a proper attention on the part of the Professors to the studies
of their pupils.

58. The next College on the Bengal List is the Dacca Institution.

The Dacca College has long held the
Dacca College position of the best Mofussil College

in Bengal, but until within the last few years the upper classes
existed in little more than the name; the few Students in them
being almost without exception Scholarship-holders. But of late
the Dacca College has improved in this respect. In 1865-66 this
College furnished two successful candidates for the Degree of M.A.,
four for the Degree of B.A., and 22 for the First Arts Examination.

59. The next two Colleges on the List are those at Berhampore

Berhampore and Kishnaghur and Kishnaghur. It was only recently
Colleges that the staff of these Colleges was raised

so as to enable them to educate up to the B.A. Degree; 3rd and
4th year classes being opened for this purpose in 1865-66. Both
of these Colleges have greatly extended their usefulness within the
last few years, the aggregate number of pupils having risen from
64 in 1862 to 148 in 1866.

60. The next College
Patna College

(Patna) was opened in 1862 for the pur-
pose chiefly of affording the means of a
good education to the Mahomedan popu-

lation of Patna and its neighbourhood. There are only as yet 20

152 SELECTIONS FROM EDUCATIONAL RECORDS

■Students in the College (distributed among three classes), and must
of them are Scholarship-holders. The Patna College is, of course,
duefly dependent for its Students on the pupils of the surrounding
Zillah Schools who pass the Entrance Examination; and it will,
perhaps, take some time before the advantages of a College educa-
tion come to be appreciated in that part of the country in the
same degree as in some other parts of Bengal.

61. The next two Colleges are those called the Sanscrit and
•Oriental Colleges Hooghly Colleges; they are the remains

°f what were once purely Oriental Semi-
naries, and I have thought it best to reserve an account of them
for a separate Section (VII) of this Note.

62. The next five Institutions on the Bengal List are Private
Private Colleges Colleges aided by Government. The

, • TQCK . Cathedral Mission College was establish-

ed m 1865 in connection with the Church Missionary Society, and
is supported mainly by the Cathedral Church Mission Fund made
■over to the Church Missionary Society in 1857 by the late Bishop
llson, by whom the fund was originated. The Institution edu-

ed TnT855 0 h f andard ' The Doveton College was establish-
ed in 1855 when a legacy of Rupees 2,30,000 was left by Captain

Dove on to the Parental Academy, with which the College in
quesuon is connected. This College, and the Free Chul of

fn hTr f nSt f ltUt ! 0n founded in 1830 by Dr. Duff, rank clearly first

th/racuUy of°Am'" S R ' tUrns , of the University Examination, in
be introduced here a" 2 ? ^ S ‘“ denK - a PI> r °P™"iy

position of

From Government Colleges
From Private Colleges (aided)
From Private Colleges Cunaided)
School Meters .

Passed

First Arts
Examination,
1 865-66.

B.A.

Examination,
[ 1865-66.

M.A.

Examination,

1865-66.

130

1 56 1

1 13

32 1

15 1

•• 1

••

COLLEGES

153

North-Western Provinces

64. The Colleges in the North-Western Provinces are given on

the margin. There is another
Government of foundation Government Institution in the

t. Agra College . . 1823 North-Western Provinces, viz.,

2. Bareilly College . . 1837 the Ajmere Collegiate School,

3 . Benares College * . 1792 w ]ii C h has been affiliated to the

Private Calcutta University, but which

T * .vr . x is not shown by the Director

(Church of E:\glai\d Mission), ;

Agra 18 o of Public Instruction in the

% 1853 list of Colleges. Probably the

4 . Victoria College, Agra Institution does not practically

train Under-graduate Students to the extent that would warrant its
being placed in the list. The main point of interest in connection
with the three Government Colleges is the establishment within
the last few years of Boarding-Houses, in connection with them and
the attached Schools. These Boarding-Houses constitute rather a
novel feature in Indian Educational Institutions, and they are stated
to have worked extremely well. The primarv object in view was
to encourage the attendance at these Central Institutions of youths
from other parts of the country, and the object has been fully
attained. The Boarding-Houses have, for the most part, as many
inmates as they can contain, and the Teachers have found that the
boarders are their best pupils. The pupils have been encouraged,
with success, to take an interest in gardening and other useful
employments out of School hours, as well as in athletic sports and
English games. Full accounts of these Boarding-Houses will be
found in the Education Reports of the North-Western Provinces for
the last three years.

65. Of the Private Colleges in the North-Western Provinces, St.
John's College, Agra, was established in 1850 in connection with
the Church Missionary Society at Agra; the large and handsome
Gothic building in which the classes are now held being completed
in 1850. Joy Narain’s College at Benares was founded as a School
in 1818 by Rajah Joy Narain Ghosal Bahadoor, in gratitude for
his recovery from a protracted illness. It was raised to the status
of a College in 1853.

66 . The Colleges of the North-Western Provinces do not as yet
make much show in the University Returns, but considerable im-
provement is observable, as will be seen from the following figures:—

1863 1864 1S65

First Arts Examination .... 4 5 9

B. L. Examination ..... 1 2 3

SELECTIONS FROM EDUCATIONAL RECORDS

Punjab

67. In the Punjab there are three Colleges, as noted in the-
margin, all of which were established in 1864. The short experience

of the two Government Colleges has not
G "“ f£ZSL ■ °* ‘ 1 * encouraging kind. I,

Lahore College 1864 ' ;ls been found difficult to get Students,

Delhi College 1864 and still more difficult to keep them.

Private so much so that the necessity of paying

Lahore Mission College 1864 aP ’ or near 4' all, of them for their

attendance, under the name of Scholar-
s ips, was seriously pressed upon the consideration of Government
As already pointed out, the calculated cost of educating pupils in
t e Government Colleges of the Punjab (viz.. Rupees 1,215 for each
pupil per annum) is enormously high; but, as the pupils increase
m numbers, the average cost of each will, of course, be less. And
there seems to be ground for expecting that the numbers will in-

♦There was in r 86 5 -66 an aver- y-Tu’l ^ n0t ° nly ^ the Pun j ab '
age attendance of only eight schools (the natural feeders of

,he Colleges) improving, bu, i„ the
College. new Rules for the examination of Can-

didates for Tehsildarships and other
appointments, due weight has been accorded to success in the Uni-
versity Examinations. For the present, however, it is difficult to-
deny that the expense of the two Government Colleges in the Pun-
lab is disproportionate to the results obtained.

♦There was in 1865-66 an aver-
age attendance of only eight
Students in the Lahore Col-
lege, and 21 in the Delhi
College.

68 . The single Private College in the Punjab was engrafted, in
1864, on the Lahore Mission Schoolman Institution founded in

Presbvteria 17- ^ annexation o£ th * Punjab, by the American
S10n ' ThC C ° 1Iege department, although yet in,

are not vL^ 156 ^ 5 t0 glVC g °° d P romise of success. The Students
but this ^ nu ™ erous -° nl y 15, with an average attendance of 12,
ml C„.w n! :f r l“ y m ° re th “ “ •>' ^ in the Govern-
Students with a ^ Same place ( Lahore )> which has only 12

r a £ t a “ n r da - nce ’• iS “ »'

printed .hemsdves f ot ^ Can,lidatts

the successful Students includin 1 Examination, half (five) of
Divici^n a \ ncIu “ in g the only one classed in the 1st

£,mTe “ th “ Mvate halt e„ ra i„ g

from the two Government Colleges at Lahore and Delhi.

COLLEGES

155

Madras

69 The two Colleges in Madras are the Presidency College
(Government) and the Doveton Protestant College (Private). The
d ’ Madras Presidency College assumed

Government foZa °L that name in 1855, having been pre-

presidency College 1841 viously known as the Madras Un.ver-

sity. It is only within the last tew
Private vears that it has really deserved the

^Sge PresldenCy 1 55 name of College, but the results of each
year have testified to its improving condition. The number of Stu-
dents, which for 1862-63 was only 47, has steadily increased to 81
for 1865-66; and more than half of the last mentioned number come
from other districts of the Presidency, which shows that the grow-
ing appreciation of College education is not confined to the
Presidency Town. The following statistics of the University show
the position held by the Madras Presidency College relatively to
the Institutions:—

Presidency Other Private
College Government Institu-
Institations tions

Passed in First Arts Examination in 1865-66 .

Passed in B.A. ...*•*

70. And here it is necessary to explain that, although there is
in the Madras Presidency only one Government College for General
Education, there are several other Institutions (Provincial Schools,
Sec.,) which educate, as the above statistics show, beyond the
Matriculation Standard,— and which, whether affiliated or not, are
allowed by the Madras University to send up Candidates.

71. The Doveton Protestant College, which is the only Private
Institution shown in the Madras Statistical Returns under the
head of Colleges, seems hardly to deserve that distinction. During
the last three years, 1863-64, 1864-65, and 1865-66, the Doveton
College has not passed a single B.A. Student, and has passed only
four Students in the First Arts Examination. There are other
Private Institutions which have done more; and it is difficult, there-
fore, to understand on what principle a classification has been made
in the Education Report, which singles out the Doveton
Protestant College as the only Private Institution entitled to the
rank of a College for General Education.

156

SELECTIONS FROM EDUCATIONAL RECORDS

Bombay

72. The two Colleges in Bombay are both Government Insti-
tutions, viz., the Elphinstone College, Bombay; and the Poona
Government Date of College, Poona. There are no Private

Elphinstone College f° un f%*° n Colleges open to Government inspection;
Poona College 1851 but there is one Private College, the

“Free General Assembly’s Institution,” which has been affiliated
to the University, and is excluded from present notice simply be-
cause, not being open to Government inspection, no statistics
respecting it are embodied in the Education Reports. This Insti-
tution, however, has had but very limited success in the Univer-
sity Examination, having passed altogether only two B.A. Students.
The University Examination Returns in the Faculty of Arts
are composed almost exclusively of pupils from the Elphin-
stone and Poona Colleges. These two Government Colleges
underwent a thorough reform in 1857-58, an account of which will
be found in the Report of that year. They were both recognized
by the University in 1860.

73. The following account of the Elphinstone College is taken
from the Bombay University Calendar of 1865-66:—

Elphinstone College arose by a separation in the year 1856 of
the Professorial element from the 'Elphinstone Institution,’ which
henceforth became a High School.

The Elphinstone Institution had its origin in a Meeting of
the Bombay Native Education Society on the 22nd August 1827, to
consider the most appropriate method of testifying the affectionate
and respectful sentiments of the inhabitants of Bombay to the
Hon ble Mountstuart Elphinstone on his resignation of the Govern-
ment of Bombay. The result of this Meeting was that a sum of
money, amounting to Rupees 2,29,656, was collected by public sub-
scription towards the endowment of Professorships for teaching the

n ? * S j ang '.' age ' an< ^ tbe '^ rts ’ Sciences and Literature of Europe,
to be denominated the Elphinstone Professorships This sum after-
wards accumulated to Rupees 4,43,901, and the interest of it is

22 ,vJ«OO. nted by ^ annUaI Subscri P tion from Government of Rupees

“In 1863 Cowasjee Jehangeer Readymoney, Esquire, Justice of
die Peace Bombay, presented Government with one hundred
thousand Rupees towards erecting suitable College buildings for
Elphinstone College, to be called the ‘Cowasjee Jehangeer buildings’.

COLLEGES

157

“In 1864, on account of the rise in the prices of building mate-
rials and labor, Mr. Cowasjee Jehangeer added a second sum cff one
hundred thousand Rupees to his former munificent donation."

74. The number of successful Candidates coming from the
Elphinstone College to the University Examination appears to be
steadily increasing. It passed seven in the First Arts Examination
in 1861, and 13 in 1865. In the B.A. Examination the number of
successful competitors from the Elphinstone College has risen from
four in 1862 to ten in 1865, and in the M.A. Examination the
number has risen from one in 1862 to four in 1865. The average
attendance at the Institution has also increased from 65 in 1861-62
to 78 in 1865-66. All this betokens an increasing efficiency and
popularity, and the comparatively high fee rate (Rupees 10 per
mensem) shows that education is not without a considerable money
value in the eyes of those who take advantage of it.

75. The following account of the Poona College is taken front
the Bombay University Calendar for 1865-66:—

“Qn the occupation of the Deccan by the British Government
in 1818, it was found that a certain portion of the revenues of the
Maratha State had been yearly set apart for pensions and presents
to Brahmans (Dakshina). To prevent hardship and disappoint-
ment, and to fulfil the implied obligations of the new Rulers, the-
British Government continued these payments; but, as the pensions
and allowances fell in, they resolved, while maintaining the same
total expenditure, under the name of the Dakshina- Fund, to devote
a portion of it to a more permanently useful end, in the encourage-
ment of such kind of learning as the Brahmans were willing to
cultivate. With this view the Poona College was founded in 1821
as a Sanscrit College, exclusively for Brahmans.

“In 1837 some branches of Hindoo learning were dropped; the
study of the vernacular and of English was introduced, and the
College was opened to all classes; and, after having been amalgamat-
ed with the English School in 1851, it arose in its present form in
1857, by a separation of the College division from the School divi-
sion. From another portion of the Dakshina Fund, Dakshina Fel-
lowships have been founded, of which four, viz., one Senior Fellow-
ship of Rupees 100 per mensem, and three Junior Fellowships each
of Rupees 50 per mensem, are attached to the College.

“In 1863 Sir Jamsetjee Jejeebhoy, Bart., offered to Government
the sum of one hundred thousand Rupees to provide suitable
College buildings for the Poona College.”

i 5 8

SELECTIONS FROM EDUCATIONAL RECORDS

76. The Poona College passed in 1865-66 twelve Students in the

First Arts Examination, three in the B.A. Examination, and one in
the M.A. Examination. These figures are considerably less than
those already given for the Elphinstone College, but the progress of
the Poona College during recent years has been perhaps the greater
of the two. r

77. The Director of Public Instruction makes the following re-
marks in the Report of 1865-66, viz.,-

The Government Arts Colleges (Elphinstone and Poona) are
in a good condition as regards discipline and teaching, and the
humanizing influence which they exercise. Poona College has begun
to gain on Elphinstone College both in numbers and University
successes. This is owing partly to the efficient condition of the
Poona High School, partly to the appreciation of literary educa-
tion among the Brahmans of the Deccan. It is a source of regret
that Elphinstone College remains stationary in point of numbers.
This I attribute partly to the recent disturbed condition of the
popular mind in Bombay (on account of commercial excitement,)
which has been unfavorable to educational development, but
especially I attribute it to the general want of feeling for literature
among the Parsees, who, with all their stirring and energetic quali-
ties and their Europeanizing tendencies, seem to have hardly any
ideas for their children beyond the desk or the counter. Except
two grandsons of the Honourable Mr. Framjee Nusserwanjee Patel,
there is, I think, no scion of any leading Parsee family under col-
legiate instruction. Looking at the matter broadly, we find that
out of about one hundred Students who passed the Matriculation
Examination last year, about 50 joined the Government Colleges,
the rest having for the most part accepted School-masterships and
other small appointments. If the same average were continued,
about 25 students per annum only would enter each of the Govern-
ment Arts Colleges, which would give an attendance for the three
years' course at each of the Colleges of about 75 or 80 Students.

"But the great encouragements recently held out to University
Graduates by His Excellency the Governor of Bombay in Council,
and by the High Court will doubtless prove a powerful stimulant
towards increasing the number of collegiate Students. I refer in
particular first , to a Circular letter from the Government to the
Revenue Commissioner, No. 4481, dated 31st October 1865, request-
iag that Mamlutdars appointments may be, as far as possible, con-
leired on Bachelors of Arts; secondly , to the appointment by His
.Excellency in Council of a Deputy Educational Inspector in the

SCHOOL

159

;Belgaum Sub-division to be Deputy Collector; thirdly , to a Resolu-
tion of Her Majesty’s Honorable Bench of Justices, dated 22nd
June 1866, No. 932, admitting Bachelors of Laws, under certain
conditions, to practise as Advocates on the Original Side of the
High Court; fourthly, to the recent appointment by Government of
a Bachelor of Laws, to act as Judge in the Court of Small Causes.
These encouragements will do more than anything which this
Department could possibly effect to promote higher education in
the Presidency."

SECTION V
Schools

78. It is proper to note at the outset that the statistics here given
respecting Schools refer only to Schools managed by Government,
or open to the inspection of Government Officers. There are, of
course, Private Schools in some parts of the country which receive
no aid from Government, and are not open to Government inspec-
tion; but their number is quite insignificant in comparison with
those managed or inspected by Government Officers, to which the
following statistics relate;—

125 Dir. of Arch — 11

i6o

SELECTIONS FROM EDUCATIONAL RECORDS

SCHOOLS

161

Government Schools, and Private Schools open to *■

Bengal

N.W. Provinces

Punjab

j Madras

( 1

t 1

_ 1

! a

_ 1

! «
d

i .2

j ^

<L>

rt TJ

4 >

£ c

*-<

*— »

£.2

£0

£.2

> 3

Nc. of Institu-
tions

Aided

Unaided

0 «

C «
0

0 *-*
O

Higher Class .

Middle Class .

117

849

265

! 78

169

Lower Class .

I 81

1,132

3,097

5,161

1,768

825

Female Class .

192

497

333

696

139

Total 1 -

251

2,256

197

3,864

5,320 !

2,196

769

1 , 147 ’

No. of pupils at-

tending them

Higher Class .

9,339

10,507

1,481

L 545

1,214

8,140

5,297

3,132

3,126

Middle Class .

8,124

37,924

3,501

20,260

10,232

6,999

1,515

3,786

9 , 762 -

Lower Class .

2,787

36,307

1,962

95,535

59,720

60,373

108

498 1

14,636

Female Class .

T 53

5,070

489

9,269

L 494

6,834

12,727

3,315

Total .

20,403

89,808

7,433

1,26,609

72,660

82,346

19,647

7,416

30,839,

Expenditure
Higher ^lass

Rs.

From Imperial

54,363

Funds

From Other
Sources .

2,00,328

56,058

1,08,983

18,333

121,788

1,03,986

33 , 996 '

i,95,io8

1,30,850

8,892

35,541

29,894

79,304

15,983

87,303.

Middle Class

From Imperial
Funds

From Other

45,405

1,51,169

60,633

77,320

19,924

14,087

37,969

50,204.

Sources .

19,863

2,49,608

28,130

1,01,833

12,080

16,812

9,355

1,31,724*

Lower Class
F rom Imperial

Funds

From Other

12,549

57,595

62,203

13,815

22,874

319

2 ,954

17 , 189 '

Sources .
Female Class

2,720

62,561

•a

L 73 ,i 53

2,49,583

L 5 L 277

263

14,733

From Imperial
Funds .
From Other

7 , 4 io

30,528

20,698

14,460

10,487

25,100

5,^7

Sources

50,570

7,377

15,696

13,694

16,495

32,820

Total—

From Imperial

2,65,692

Funds .

2 , 95,350

2,52,517

1,23,928

L 75,073

93,869

1,44,909

1,07,006'

From Other

2,17,726

Sources

4 , 93,589

2 , 17,552

4,02,653

2,06,945

1,12,874

25,338

2,66,580

Grand Total

4,83,418

7,88,939

4,70,069 j 5 ,26, 58 1

3,82,018

2,06,743

1,70,247

3 , 73 , 586 *

Government Inspection , — Statistics for the year 186 $-66.

Bombay

OUBE |

Central

Provinces

Mysore

British Burmah and
the Berars

Government Insti-
tutions

Private Institutions

B £
£.2

Private Institutions

Government Insti-
tutions

Private Institutions

f s

£ 0
4»‘3
> 3

Private Institutions

Government Insti-
tutions

Private Institutions

^65

105

1,121

546

680

Included

in above

1,328

9 i

105

744

692

Owing to the verv recent

appointment of Direc-

i, 74 i !

665

1,395

i,i 35

270

223

831

529

tors of Public Instruc-

tion and the

organiza-

| 23,794 i

2,358

2,989

1,042

10,033

940 !

392

888

tion of regular Edu-

cation Departments in

67,124

4,174

2,004 i

1,240

18,984

13,774

1,126

1,472

: Burmah and the Berars^

1 no sufficient

statistics

Included

270

2,361

345

are available. But a

in above

general reference to the

schools in those Pro-

the body of this note .

92,659

7,197

| 6,388

3,687

31,648 j

14,937

2,349

3,234

Rs.

76,321

1,923

32,876

28,777

10,945

1,650

21,878

13,435

49,922

31,664

5,425

i 5 , 9 T c

1,260

3*733

16,650

1,03,346

30 ,H 3

26,753

3,829

50,080

9,541

9,609

5,070

1,36,274

98,191

10,151

6,566

39,433

10,438

3=567

1,74,636

7,459

2,40.9

689

428

7 , 58 i

3,986 i

2,03,651

98,431

5,082

4,963

1,09,092

18,685

4*346

2,726

3,070

Included

in above

8,692

n, 94 2

4,929

3 , 54,303

39,495

59,629

■ 37 , 74 i

61,797

11,619

39,068

25,561

3,89,847

2,28,286

1 20,658

36,131

1,61,727

32,856

29,492

| 7 , 44,150

2,67,781

80,287

73,872

2,23,524

44,475

39,068

55,053

1 62 SELECTIONS FROM EDUCATIONAL RECORDS

79. It should be explained here that the classification of Schools
into “Higher/' “Middle/' and “Lower" Classes made by the Educa-
tional Authorities of the different Presidencies and Provinces has
been somewhat altered by me.

80. “Higher Class" Schools are those which educate up to the
University Entrance Standard; and although in some cases Schools
may have been included by the local Educational Authorities in this
class, with reference rather to a professed ability to educate up to
that Standard than to actual results, the classification may, perhaps,
be accepted as sufficiently correct; and I have not therefore altered it.

81. But the distinction between Middle Class and Lower Class
Schools has never been very precisely laid down, and hence different
principles of classification have been adopted by the local Authori-
ties.., which I have found it necessary to alter in order to preserve
uniformity. The Resolution of the Government by which the classi-
fication was directed described the “Middle Class" as “composed of
Schools which do not educate up to the University Standard, but
which are above the School designed for the education of the masses,"
and the “Lower Class" as composed of Schools located in villages,
towns* etc., and designed primarily for the education of the masses."

82. In Bengal the “Lower Class" has been made to include only
the “strictly elementary" Schools in which instruction is “conveyed
exclusively in the Vernacular," and is “mainly confined to reading,
writing, and simple arithmetic," all other Schools, whether
Vernacular or Anglo-Vernacular, (not being Institutions educating
up to the University Standard) being entered under the “Middle
Class." This is perhaps, on the whole, the best principle of clssifica-
tion: and it appears to have been carried out in all Provinces except
the North-Western Provinces, Oude and the Central Provinces, where
the Tehsil or Town Schools have been wholly or partly entered in
the Lower Class. As these Schools all provide a more than elemen-
tary Vernacular Education, I have transferred them to the head of
“Middle Class Schools."

83. Too much importance must not, however, be attached to the
classification of Schools, for, apart from mere errors of classification,
it is obvious that any classification based on the standards up to
which the various kinds of Schools profess to educate, must be, more
or less, liable to mislead. An Anglo-Vernacular School, for instance,
may have a few advanced pupils preparing for the University
Entrance Standard, entitling it to be ranked as a Higher Class

SCHOOLS

163

School; but the great bulk of its pupils may be under education
of a very much lower kind, and a considerable number may be
under tuition of the most elementary character. Yet all these
pupils will be shown as belonging to a Higher Class School. At-
tempts are, however, being made in some parts of the country (espe-
cially perhaps in Bombay) to draw a clear line of distinction bet-
ween the different grades of Schools, and to make the education in
one grade commence where the education of the next lower grade
of Schools ends; and it will perhaps be time enough, when some
progress has been made in this respect, to consider the propriety
of altering the Statistical Forms.

84. I proceed to offer a few remarks respecting the Schools of
each class included in the Statement given above.

Schools— Higher Class
Bengal

85. In Bengal the 50 Government Higher Class Schools consist
of 11 Collegiate and Branch Schools attached to, or in connection

with, the Colleges; and of 36 Zillah
No^^ng DUrrUng ^ Schools. Four Zillah Schools were estab-

Chyebassa (Singhboom) lished during 1865-66 at the places mar-

Hazareebagh ginally noted, thereby supplying with

Government Zillah Schools the only four districts in Bengal which,
till then, were without them. Three of the existing Schools (at
Gowalpara, Rungpore, and Darjeeling) were at the same time
placed on an improved footing; and the Gowhatty School was
raised to the status of what the Director of Public Instruction calls a
“High School," by which he means an Institution capable of edu-
cating up to the 'First Arts' Standard of the University,— the Govern-
ment assignment being increased from Rupees 2,666 to Rupees 12,000
per annum. A similar elevation of status has quite recently been
proposed in respect of the Cuttack Zillah School. The Under-gra-
duate Classes of such Institutions belong more properly to the
statistical heading of 'College Students/ and I believe that the
Director of Public Instruction intends to adopt this classification in
future. One of the Bengal Higher Class Schools, called the Collin-
gah Branch School (a Branch of the Presidency College), was until
recently a purely Mahomedan Institution. During 1865-66, how-
ever, it was thrown open to all classes; the fee rate being fixed at
Rupees four per mensem for all pupils, other than Mahomedans,
for whom the previous fee rate of one Rupee was continued.

87. It thus appears that the annual cost of educating each pupil
in the Government Schools of the Higher Class in Bengal is
Rupees 46. Of this, the Imperial revenue is charged with exactly
one-half (Rupees 23), the remainder being defrayed from local
sources, such as endowments, subscriptions, fees, etc. It is satisfactory
to note that by far the greater portion of the local income in Govern-
ment Schools is derived from fees, and this source of income may be
expected to increase not only with the number of pupils, but with
the development of an appreciation among the Natives of the advant-
ages of a good education, which will render it possible and proper to
raise the fee rate.

88. The cost of education in Private Schools of the class under
notice is, as will be seen, much less than in Government Institutions.
That this should De the case is not surprising, and it may be noted

SCHOOLS

. , * . tL'it the Private Institutions do tiot generally

“ ” Pirt ' a “C “tT standard as the Government

(46 per cent.) is rather more than the proportion (43 per cent.)
Government Schools.

89 The division of pupils into Hindoos, Mahomedans etc., shows
that there are about 11 Hindoos attending Higher Schools m Beng

ior every Mahomedan. ■

90 The University Returns bear strong evidence ot the successful

-working of the Higher Class Schools in Bengal. The average number

-oMBengal Studenfs who have passed the Entrance Exammauon m

the last four vears (1862-63 to 1865-66) is 521. The following

details of the results of the Examination lor 1865-66 ma, be gtvent-

University Enterance Examination •" ;

Bengal Students

Number passed

December 1865

Number of
Candidates

1st Divi-
sion

2nd Divi-
sion

Total

Government Schools
Private Schools (aided)

3J (unaided) .

School Masters
Private Students

548

549
174

191

152

221

164

Total

1,321

388

433

North-Western Provinces

91 The nine Higher Class Schools of the North-Western Pro-
vinces consist of the School Departments of the three Governm
Colleges at Agra, Benares, and' Bareilly; of the Government Schoo
« Ajmere and Etawah; and oi the School Departments -nhe four
Private Colleges-one at Benares, and three at Agra. A bttef reier

The majority of these Institutions will doubtless at first stai &
rank as Middle Class Institutions; but some will, I imagine, rom
oiuset, be equipped in a manner ”

eventually to be brought

SELECTIONS FROM EDUCATIONAL RECORDS

SCHOOLS

1 66

up to this Standard. The establishment of Zillah Schools in the*
North-Western Provinces is a noticeable point in the history of
education in those Provinces. The want of such Schools was a
marked feature of the Organization; the Education Department
holding to the idea of the gradual development of educational
progress from below (the very opposite of the Bengal idea), and
objecting to establish Zillah Schools till the Schools of a lower grade
had developed a desire for higher education, and supplied the
requisite material in the way of pupils qualified to benefit by such
education. The step now taken may perhaps have been a little too
long delayed, but the good substratum laid in past years, in the
shape of efficient Schools of a lower class, will doubtless make the
development of the new Zillah Schools all the more rapid and
substantial.

92. The following figures give statistical information for 1865-06,
respecting the Higher Class Schools of the North-Western Provinces,-

similar to those already given for Bengal:—

Government

Schools

Number of Institutions .... s

Private

Schools

Average number of pupils

1,416

1 , 006 *

Cost charged to Imperial Funds

Rs.

1 * 08,983

Rs.

18 , 333 *

Cost charged to other sources of income

8,892

35*54i*

Total .

i>i7>875

535874**

Average total annual cost per pupil

53* ;

Average annual cost to Government

18 *

per pupil

Statistics respecting

Total amount of fees, fines, etc., realized
from pupils du lag the year

Fees

13.5841

12 , 122 *

Average ditto per pupil

8 it

12 *

* Yote.—The statistics in respect of the Private Schools include those of the College'
Departments. The local Statements do not show them separately.

t Vote. —These figures include the College Returns, there being no Separate-
Returns for the School Department available.

Pupils .

Hindoos Mahomedans Others

Government Schools

1,487

166

f Including C ollege

J Department Returns;:.

Private Schools

873

209

107

I separate Returns

^not being available.

Total .

2,360

375

126

95. While in Bengal the average cost of each pupil in Govern-
ment Higher Class Schools was only Rupees 45 (of which Rupees 25 :
were paid by Government), in the North-Western Provinces the'

167

average cost is Rupees 83 (of which Rupees 76 were paid by Govern-
ment). The cost per pupil in Private Schools is in like proportion
higher in the North-Western Provinces than in Bengal. The cause
of this is not, as might be supposed, that the Bengal Schools are
better filled, making the average cost of each pupil less; for in point
of fact the Schools in the North-Western Provinces have a larger
attendance. The inference is that the expenditure in the Institutions
of the North-Western Provinces is on a much higher scale than in
Bengal.

94. The following figures in respect of fees will show more
clearly how matters stand:—

North-Western Provinces Average fee

Rs. As.

Government Collegiate Institutions . n 8 per annum

Government Schools of the Higher Class 2 15 **

Private Collegiate Institutions .12 o **

The small fee of Rupees 2-15 per annum, or barely four annas
per month in the two Schools, is noticeable. Even the fee in the
Collegiate Institutions is small.

There were 28 Students from the North-Western Provinces who
passed the University Entrance Examination in 1865; of these, nine
passed in the 1st Division.

Punjab

95. The 42 Higher Class Schools entered in the Punjab column
of the Statement already given consist of 24 Government Zillah
Schools and 18 Private Institutions, of which all but three are
Seminaries maintained and managed by Missionary bodies. It seems
probable that the Punjab Director of Public Instruction makes out
the list of Higher Class Schools with reference rather to expectations
than to actual result. He may, perhaps, have satisfied himself that -
each of the 42 Institutions is really able to educate up to the Uni-
versity Standard, — although in that case it would be difficult to deny
that the means of education supplied are in advance of the ability
of the pupils to take advantage of them. But whatever may be the
explanation, certain it is that, notwithstanding the existence of 42 '
Higher Class Schools, the Punjab could count only 23 successful
Candidates at the University Entrance Examination of 1865-66. There
were actually more successful Candidates from the North-Western
Provinces with its nine Higher Class Schools, than from the Punjab
with its 42 Institutions.

7 r 68 SELECTIONS FROM EDUCATIONAL RECORDS

96. The following Statement gives statistical information res-
pecting Higher Class Schools in the Punjab, corresponding to that
.already given for Bengal and the North-Western Provinces:—

Private Schools,

excluding

Government

Private

three institutions

Schools

for European

children

dumber of Institutions

Ave *age number of pupils

6,610

4,061

3,896

Rs.

Cost charged to Imperial funds .
Cost charged to other sources of in-

1,21,788

54.363

29,684

cone .

29,894

79.304

445642

Total

1,51,682

1.33.667

74,326

Average total annual cost per pupil

32f

Average annual cost to Government

per pupil

Statistics respecting Fees

To al amount of fees, lines, etc.,
reilized fr^m pupils during

Rs. AS. p. Rs.

AS P.

Rs. AS. p.
3,518 0 0

the yeir

11,264 0 0 30,551 0 0

Average dit 0 per pupil

1 11 0

770

0 14 0

Pupils

Hindoos Mahomedans

Others

Government Schools

5,926

1,874

340

Private Schools

3.451

1,488

358

Total

9,377

3,362

698

I have added a column showing the results in respect of Private
Schools excluding three Institutions for European children, as the
inclusion of the latter interferes with the use of the statistics.

97. The cost of Zillah School education in the Punjab is very
moderate, being only half the amount per pupil shown in the Bengal
Returns. But the much higher class of education (as shown by the
University Returns) given in the Bengal Institutions, and the
preponderance of lower class pupils in the Punjab Schools fully
accounts for the difference.

98. The average fee realized from each pupil in the Punjab
Higher Class Schools is extremely small, being only 24 annas per
mensem, while in Private Schools for Natives it is only 1 4 annas per
mensem. The attention of the Punjab Education Department was,
as the Government is aware, drawn to this point some time ago;

SCHOOLS I69

but there has not apparently been any material improvement up
to 1865-66. It is true that the Director of Public Instruction states
in his Report for 1865-66 that the amount collected as fees “continues
to increase favorably/* and he gives statistics which show that while
the fee collections in Government Zillah Schools were only Rupees
4,690 in 1862-63, they had reached Rupees 11,264 in 1865-66; but
it is, nevertheless, a fact that the average rate per pupil in 1865-66
is actually slightly less than the average in 1862-63. The matter
obviously requires further attention on the part of th" Director of
Public Instruction in the Punjab.

99. The large increase which of late years has taken place in the
number of pupils attending Zillah Schools in the Punjab is due
principally to the adoption of what is called the “Branch School
system/’ This system was described as follows in the Report of
1863-64:-

“The immense increase in attendance shown above has been pro-
duced chiefly by the opening of Branches to the Zillah Schools, as
noticed in paragraph 38 of my last Annual Report. Commenced
at Delhi, the system has been there carried out very completely, and
has been gradually extended to other places. It is very economical,
and decidedly efficient and popular. We can never depend upon
more than a small percentage of the boys, who enter our Schools
in the lowest class, staying until they reach the highest class, and pass
the University Entrance Examination. The only way, then, to
secure the full number in the highest class, which a single Master
can manage, say from 20 to 25 boys, is to have at least 800 boys
in all under instruction. The plan followed, as a rule, is to let all
beginners attend the Branch Schools, which are located in the most
convenient places all about the city or suburbs. The numbers in
the main school are then kept up to the full limit that the main
building can hold, and the main staff of Masters can manage, by
drafting into it the best of the Branch scholars. Eventually these
branch schools will, it is hoped, bring their pupils through the
first or lowei half of the whole School curriculum; after which four
years passed in the Main School will bring a scholar up to the Matri-
culation Standard.”

The system is described in subsequent Reports* as continuing to
work most satisfactorily.

Madras

100. The 27 Higher Class Schools in Madras consist of 13 Govern-
ment and 14 Private Institutions. The Government Institutions
comprise the Collegial School attached to the Presidency College,

170 SELECTIONS FROM EDUCATIONAL RECORDS

three Provincial Schools (at Combaconum, Bellary, and Calicut)^
eight Zillah Schools, and the Madrissa-i-Azam.

101. Respecting the Provincial Schools, it may be mentioned that
they were originally designed to contain nine classes; of which the six
lower were to constitute a School Department educating up to the
University Standard, and the three higher to constitute a College
Department. The College Classes, however, have never as yet been
organized, though it is stated in the Report for 1865-66 that sanction
had been obtained for raising the Combaconum School (which is by
far the most advanced of the three) to the originally intended status..

102. The Madrissa-i-Azam is of interest principally owing to its
being one of the few Institutions in India designed specially for the
instruction of the Mahomedan population in Arabic Literature. I
shall, therefore, reserve my notice of it for a future Section (VII),*
of this Note.

103. The 14 Private Schools of the Higher Class in Madras are,,
with three exceptions, Institutions maintained and managed by
Missionary bodies.

104. The following Statement contains information for 1865-66-
respecting Higher Class Schools in Madras, similar to that already;
given for other Provinces:—

Government

Schools

Private

Schools

Number of Institutions .....
Average number of pupils ....

2,821

14.

2,834

Cost charged to Imperial funds . . .

Cost charged to other sources of income

Rs.

1,03,986

15,983

Rs.

33,996

87,303

Total .

1,19,969

1,21,299*

Average total annual cost per pupil .
Average annual cost to Government

12.

per pupil

Statistics respecting Fees

Total amount of fees, fines, etc,, collected from pupils

during the year ..... . 29,105 19,782:

Average ditto per pupil ..... 10-5 6-1

SCHOOLS

171

Pupils

Hindoos

Mahomedans

Others

Government Schools

2,654

353

214

Private Schools

2,409

120

625

Tota^l . . 5?°63

473

839

There is nothing particularly worthy of note in the above-
mentioned statistics, except that the average fee (about I B annas per
month) is lower than it ought to be.

105. Of the 229 successful Candidates of the Matriculation
Examination, 120 came from Government Institutions, and 109 from
.Private Institutions.

Bombay

106. Of the 11 Schools of the Higher Class in Bombay, nine are
Government Institutions and two-Private Institutions.

107. Great attention has been paid of late in Bombay to the
organization of a really efficient system of High School education.
It may almost be said that until recently there were no Higher Class
Schools at all in Bombay, except the Elphinstone and Poona Colleges,
which took the place of this class of Institutions.

108. In an interesting Memorandum written by Mr Howard (late
Director of Public Instruction, Bombay) in June 1865, he described
at length the utter absence of anything like a good High School
organization, and the efforts that had been made to introduce such
.an organization. The following remarks may be quoted from his
pamphlet:—

“The first Matriculation Examination showed beyond doubt that
this was true. All the Central School boys' failed; all the Poona
School boys failed; all the other School boys in the Presidency failed.
Only College men passed the test; and, though one and twenty
Candidates passed from the two Colleges, a much larger number
were rejected.

“In subsequent Examinations, however, some boys matriculated
from Government Schools. Each year their number has steadily
increased; and it may now be hoped that the difficulty of supplying
Under-graduates to the University has been, or shortly will be, sur
-mounted. Recent grants of public money have made it possible to
furnish the Central and Poona Schools with a fairlv sufficient staff.
The English Schools at Ahmedabad, Surat, Belgaum, Rutnagherry,

SELECTIONS FROM EDUCATIONAL RECORDS

SCHOOLS

17Z

Hyderabad, and Dhoolia have been strengthened and raised to the
High School rank. Exhibitions have been founded to be held in
High Schools, by promising boys from the districts and perhaps,
more than all, the Native Graduates, whose numbers are yearly in-
creasing, are taking their place as Masters in the local Schools, to
which they bring the method, the culture, and the corporate spirit
of the University.”

109. The following Extract from the Bombay Education Report
for 1865-66 will give some idea of the success attained in the organi-
zation of good High Schools:—

“The numerical prosperity of the Colleges, and, through them, of
the University of Bombay, will thus entirely depend on the number
of students who pass the Matriculation Examination— in other words,,
on the efficiency of the High Schools. I have shown above (para-
graph 23) 70 as the aggregate number of matriculations from our
High Schools in 1865-66. This stands against 49 in 1864-65, 2 4r
in 1863-64, 10 in 1862-63, 5 in 1861-62, 8 in 1860-61, and 0 in the
two first years of the University Examinations. Such progress is,
so far as it goes, satisfactory; but it rather points to the utter weak-
ness of our High Schools in former years, than to any great strength
in their present condition. Every High School that is worthy of the
name ought to matriculate at least 20 boys every year; and large
Schools, like the Elphinstone and Poona High Schools, ought to
pass annually about double that number. Our nine High Schools
ought thus to give us more than 200 matriculations each year, though
I fear this result will not be realized for some time.”

110. A brief description of the several Schools is given in the
following extract from the same Report:—

“Of all our High Schools, that of Poona is in the most satisfac
tory condition (see the Report of the Educational Inspector, Central
Division, in Appendix A, I). The results of the Matriculation Exa-
mination, and the general discipline and management of the Schools,,
reflect much credit on Mr Kirkham, the Head Master. Elphinstone
High School has suffered from the agitation of the share-mania in
Bombay, from numerous changes in its staff of Masters, and from
the unliterary tendencies of Parsees and Parbhoos and other non-
Brahmanical castes, who form the main bulk of the pupils. This
School requires a strong hand to reduce it to a proper state of
discipline. The High Schools of Ahmedabad and Surat are
in a poor and backward condition. One of the chief difficulties
they have to contend with is the want of Gujarati Graduates to be

employed as Teachers. Only five Gujarati Hindoos have as yet gra-
duated in the University of Bombay, of whom one is engaged in
mercantile pursuits, and one is deceased. Belgaum (Sirdars ). High.
School has hitherto been chronically depressed by the privilege
claimed by the neighbouring Sirdars of nominating boys for admis-
sion without regard to their previous preparation. But this claim
has now been waived, and henceforth the Standard of the High
School Entrance Examination is to be enforced. Rutnagherry
High School had been thoroughly disorganized by the late Head
Master-a certificated School Master who was sent out from England
four years ago with the highest testimonials, but who proved quite
incompetent for his novel duties. The regeneration of the School
has been vigorously commenced by Mr Ramkrishna Gopal
Bhandarkar, M.A., of the University of Bombay, to whom much
credit is due for his year's administration. Dhoolia High School was
up to February last mismanaged by its European Head Master
(formerly a private soldier in the Inniskilling Dragoons); it has now
been placed under Mr Vitthal Patak, M.A., a pupil of the Reverend
Dr Wilson, and from his administration a speedy improvement of
the School is looked for. The Hyderabad and Kurrachee High
Schools are really Middle Class Schools, with a small High School
element in each. Superior education in the province of Scind is as;
yet quite incipient.”

111. The two Private Schools* of the Higher Class are both

, Parsee Institutions situated in the Town

'SjfcStXStor of Bombay; the former i, supported'
Proprietary School. mainly by an endowment, the latter mainly-

by School fees.

112. The following Statement gives statistical information for
1865-66 respecting Higher Class Schools in Bombay, corresponding;
to that already given for other Provinces:—

Government

Schools

Private ■
Schools

Number of Institutions . ...

Average number of pupils

T576

55i

Rs.

Cost charged to Imperial funds

76,321

1 >923

Cost charged to other sources of income

49,922

31,664

Total .

1.26,243

33,587

174

SELECTIONS FROM EDUCATIONAL RECORDS

SCHOOLS

175

Average total annual cost per pupil

Average annual cost to Government per pupil .

•

Rs.

Statistics respecting Fees

Total amount of fees, fines, etc., realized from pupils dur-
mg the year

28,996

11,245

.Average ditto per pupil ....

20J

Pupils

Hindoos Mahomedans

Parsees

Others

Government Schools . . i,335

304

Private Schools . . 2

663

Total . . . 1,337

967

There is nothing particularly calling for notice in the above
statistics. The cost per pupil is certainly high, nearly as high in
fact as in the North-Western Provinces (Rupees 83 per pupil in
Government Schools,) respecting which remarks have already been
made. But there is much in the local circumstances of Bombay which
explains the high cost of education. The expense of living is excep-
tionally high, and the salaries of the Masters are of necessity some-
what in excess of those given in other Presidencies. The compara-
tively recent organization of some of the High Schools has also some-
thing to do with the high cost per pupil; and it may be hoped that,
in future years, an increased number of pupils will make the cost
per head less.

The average fee realized from pupils in the Government Instfi
tutions is nearly as large as in Bengal.

Oude

113. The 14 Higher Class Schools in Oude consist of 10 Govern-
ment Zillah Schools and four Private Schools.

114. Of the 10 Zillah Schools, five were established in 1863-64,
the remaining five, which had been previously in existence, though
on a lower scale, having been re-organized in the same year.

The classification of these Zillah Schools has reference rather
to their prospective ability to educate up to the University Entrance
Standard than to actual results. Education of a higher class in Oude
is of so recent an origin, that the higher classes of these Schools
^ire not yet filled. It was only in two of these Schools (Fyzabad and

Oonao) that there were classes preparing for the University En-
trance Examination in 1865-66. But the Director of Public In-
struction says that they are all “steadily working up towards the
University Entrance Standard/'

116. Of the four Private Schools, three are Missionary Institu-
tions, and the other (the principal Educational Institution in the
Province) was founded by the Oude Talookdars, and called the
“Canning College.” It has, I believe, bee“n recently affiliated to the
University; but for the year under review (1865-66), it stands in the
list of Higher Class Schools. It gets a grant from Government of
Rupees 25,000 per annum (although only Rupees 22,799 were drawn
in 1865-66), the other moiety of the required funds being subscribed
T)y the Talookdars and others. It sent up six successful Candidates
to the University Examination in 1865-66.

117. The following statistics will give some idea of the progress
already made in higher class education in Oude; and, considering
the very recent organization of the Schools, it must be admitted to
be most satisfactory:—

Private

Govern- Schools,

ment Private excluding

Schools

the

‘Canning

College*

"Number of Institutions ....

.Average number of pupils

1,089

720

374

Rs.

Cost charged to Imperial funds

32,876

28,777

5,978

•Cost charged to other sources of income

5,425

15,910

7,398

Total

38.301

445687

I3>376

Average total annual cost per pupil

Average annual cost to Government per pupil

Statistics respecting Fees

Total amount of fees, fines, etc., realized from
pupils during the year

1,605

35109

420

Average ditto per pupil

•ij

1- 2

125 p of A — 12

I7<> SELECTIONS FROM EDUCATIONAL RECORDS

Pupils

Hindoos Mahomcdans Others-

Government Schools * »

•

• 1,064

324

Private Schools

•

-<1

33i

Total

1 1,842

655

There is nothing particularly noticeable in the above statistics,,
except the very small amount of average fee realized from the
pupils, both in the Government Schools and in the Private Schools*
(excluding the Canning College). The very recent organization of
the Schools is a sufficient reason perhaps for the present, but atten-
tion should be directed to the subject as education comes to be better
appreciated and more valued by the people.

118. The Chief Commissioner has recently obtained the sanction
of Government to increasing the teaching staff in six of the more
forward Zillah Schools; and it may be hoped that the more advanced
standard of education, to be given in them, will render it possible
to impose a higher fee rate.

Central Provinces

119. Of the two Schools of the Higher Class in the Central Pro-
vinces, one (at Saugor) is a Government Institution, and the other
(at Jubbulpore) a Missionary Institution.

120. The Director of Public Instruction has properly confined his
list of Higher Class Schools to those which actually do educate up
to the University Entrance Standard, leaving the other nine Zillah
Schools to be entered as Middle Class Schools. This fact ought
to be noticed, for otherwise a comparison unfavourable to the Cen-
tral Provinces might be drawn from the greater apparent develop-
ment of this class of Schools in the Punjab and Oude, where evident-
ly the classification has been based rather on a standard hoped to
be attained, than on one actually worked up to.

121. The Saugor School might, strictly speaking, have been in-
cluded in the list of Colleges, for it is an affiliated Institution and'
passed one Student last year in the First Arts Examination. It has
recently had a Sanscrit Professor added to its staff, and will doubt-
less appear next year in the list of Colleges. The School has not
prospered much during the last nine years. In that period the num-
ber of pupils has decreased from 356 to 270, a result which the
Director ascribes to a faulty system of education prevailing in the

SCHOOLS

177

Institution. It has recently been re-organized, and better results are
looked for. Since its affiliation, the School has passed eight Students
in the Entrance Examination (three during the last yean.

122. The following extract gives information for 1865-66 respect-
ing the two Higher Class Schools in the Central Provinces, similar
to that already given for other Provinces:—

Govern-

ment

Schools

Private

Schools

Number of Institutions . . .

Average number of pupils ....

249

200

Rs.

Cost charged to Imperial funds

10,945

1,650

Cost charged to other sources of income

1,260

3,733

Total

12,205

5,383

Average total annual cost per pupil

Average annual cost to Government per pupil

Statistics respecting Fees

Total amount of fees, fines, etc., realized from pupil? '}

during the year (Not gi ve n in Central

, f Provinces 5 Returns

Average ditto per pupil . . . . . J

Pupils

Hindoos Mahomed an s Others

Government Schools . .

r Not given in Central Provinces 5 Returns
Private Schools . . . J

The absence in the Central Provinces* Education Report of
the usual Educational Statistics according to the prescribed forms,
makes it impossible to complete the information given in other
cases. The attention of the Director of Public Instruction in the
Central Provinces should be drawn to the omission.

Mysore

123. Of the 10 Higher Class Schools in Mysore, six are Govern-
ment Institutions, and four Private Institutions. Out of the whole
10, only one (Bangalore High School) has yet passed any Students
in the University Entrance Examination. The Director of Public

*78 SELECTIONS FROM EDUCATIONAL RECORDS

Instruction, however, says that they “educate up to the University
Standard/' and classifies them accordingly.

124. The Bangalore High School is reported to be making very
satisfactory progress. The fees have been again raised, but the num-
ber of pupils still increase. There are now 503 on the rolls. The
Institution sent up eight successful Candidates to the Matriculation
Examination in 1865-66.

125. Statistics corresponding to those already given in respect of
the Higher Class Schools of other Provinces, are here given for
Mysore, so far as they can be got from the very meagre Report of
the Director of Public Instruction in that Province:—

Government Private

Schools

Number of Institutions .....

Average number of pupils

697

435

Rs.

Cost charged to Imperial funds ....

21,878

13,435

Cost charged to other sources of income

...

16,650

Total

21,878

30,085

Average total annual cost per pupil

Average annual cost to Government per pupil

Statistics respecting Fees

Total amount of fees, fines, etc., realized from
pupils during the year . . . f

| Not given in Mysore Report
Average ditto per pupil . . . J

Hindoos Mahomedans Others
Not given in Mysore Report

Pupils

Government Schools
Private Schools .

The attention of the Director of Public Instruction, Mysore, has
already been drawn to the necessity of submitting more ample Edu-
cation Statistics.

British Burmah and the Berars

12 6. There are not as yet any Higher Class Schools in either of
the Provinces noted above, but the recent organization of regular
Education Departments in those Provinces will probably lead to
the elevation to that standard of some of the existing Middle Class
Schools.

schools

Schools— Middle Class
Bengal

127. As already explained, Middle Class Schools in Bengal are
composed partly of English and partly of Vernacular Institutions
The following Statement contains information respecting them:—

Govern-

ment

Private Schools

Schools

Aided

Unaided

vt t f English . #

Number of Institutions a

268

( Vernacular

107

58 i

117

849

9 *

Average number of pupils/

7,635

35,781 (not given)

Cost charged to Imperial funds

. .

Rs.

45)4°5

Rs.

U5M69

Cost charged to other sources of income

•

19=863

2,49,608

Total

•

65,268

4,00,777

Total annual cost of education per pupil
Annual cost to Government per pupil

5 l

Statistics respecting Fees

Total amount of fees, fines, etc., realized from

pupils during the year

19,240

1,01,639

Average ditto per pupil

•

2 i

Pupils

Hindoos Mahomedans

Others

Government Schools ....

6,941

I5O29

154

Private Schools .

33)955

3,212

759

Total .

40,896

4,241

913

North-Western Provinces

128. The 343 Middle Class Schools in the North-Western Pro-
vinces consist of two Government Anglo-Vernacular Schools (Ally-
ghur and Shahjehanpore), 263 Tehsil Schools, and of 78 Private
aided Schools. The Private Schools all appear to be Anglo-Vernacu-
lar; 47 of them, although designated Private Schools, are in reality
English Classes attached to Government Vernacular Schools, and
supported half by Government and half by subscriptions; the manage-
ment of the English Classes remaining in the hands of Government

The remaining 31 Private Schools are. for the most part. Mission
Schools.

i8o

SELECTIONS FROM EDUCATIONAL RECORDS

SCHOOLS

181

The following statistics respecting Middle Class Schools in the
North-Western Provinces are given:—

Government

Schools

Private

Schools

Number of Institutions

. 265

Average number of pupils . . • •

• 17,801

7>958

Rs.

Cost charged to Imperial funds . . •

• 60*633

77*320

m to other sources

. 28,130

1,01,833

Total

* 88,763

1*79*153

Total annual cost of education per pupil

. 5

Annual cost to Government per pupil

Statistics respecting Fees

Rs. As.

Total amount of tees, fines, etc., realized from
pupils during the year

Average ditto per pupil . . •

12,652 0*1
0 11 J

not avail-
able

Pupils

Hindoos Mahome-

Others

dans

Government Schools

• 13*783 3*38o

236

Private Schools

, (not available)

129. It will be observed that the statistics respecting Private
Schools are not complete. This is owing to the confused way in
which the Statistical Tables attached to the Education Report of the
North-Western Provinces have been prepared, and to the existence of
serious discrepancies. For instance, at page 40 of the Report, the
Director shows 78 Middle Class Private Schools, and 43 Lower Class
Private Schools aided by Government; all of which are, in the Statis-
tical Table, shown as “Private Schools of the Higher Class.” The
list of 47 Anglo-Vernacular Schools given at page 42 of the Report
is represented by 50 Schools in the Statistical Table. Greater care is
required in future on the part of those who compile the Tables; for,
if these statistics are to be of any use, it is obviously necessary that
they should be prepared in a clear and accurate form.

The smallness of the fee receipts, averaging scartely one anna per
jmensem from each pupil, is noticeable.

Punjab

130. The 123 Middle Class Schools in the Punjab consist of 71
Government Schools, and 52 Private Schools. The Government
Schools are all designated “Town Schools,” being Vernacular Institu-
tions situated in towns in the proportion of about one to each per-
gunnah. They are intended to “impart as liberal an education as
can well be given through the medium of the Vernacular.” Of the
;32 Private Schools, 40 are Elementary English Schools connected with
Government Vernacular ones, but supported on the grant-in-aid
principle.

131. The Punjab Town Schools are stated to have been greatly
improved of late years by the adoption of what is called the Pupil
Teacher system.” The system was described as follows in the Report
of 1862-63:-

Para. 56.— “In the Umballah Circle, Lieutenant Holroyd has ex-
pended the Pupil Teacher system in large Vernacular Schools, as
far as funds and the attainments of the boys wuuld permit; so that
in some places they have been substituted for Assistant Teachers in
sufficient numbers, to allow of each class having a separate Pupil
Teacher. Thus all the classes receive more attention, attendance is
increased by the popularity of the measure, emulation is excited, and
an incentive to study afforded as the appointments are thrown
open to competition. The best boys are also kept longer at School
than they would otherwise be likely to remain; and from them candi-
dates can be selected for instruction in the Normal Schools, who
stand every chance of turning out first-rate Teachers eventually.
Examinations of the senior Vernacular scholars of districts have ac-
cordingly been held by Lieutenant Holroyd at various sudder sta-
tions, and selections of Pupil Teachers made from the best candidates.
In Ferozepore, no less than 18 were thus appointed after an exami-
nation of this kind. Under really good Teachers, the appointment of
Pupil Teachers is no doubt preferable to the maintenance of an
Assistant on a high salary, and may be effected at a very little more
expense.”

The system has been largely extended in subsequent years, princi-
pally in the Umballah Circle.

182

SELECTIONS FROM EDUCATIONAL RECORDS

SCHOOLS

132. The following statistics respecting Middle Class Schools ir*.
the Punjab are given:—

Govern-

ment

Schools

Private

Schools

Number of Institutions

. ,

52-

Average number of pupils

•

5,852

1,267

Rs.

Cost charged to Imperial funds

•

19,924

14,087

„ to other sources

• ♦

•

12,080

16,812:

Total .

* *

•

32,004

30,899'

Total annual cost of education per pupil

0 •

Annual cost to Government per pupil

•

Statistics respecting Fees

Total amount of fees, fines, etc.,
during the year

realized from pupils

i,330

986'

Average ditto per pupil

•

3§ annas

12 annas

Pupils

Hindoos

Mahome- Others
dans

Government Schools

4,717

1,884

398

Private Schools

•

1,067

354

Total .

5*784

2,238

492

133. The extremely small average fee realized from each pupil in*
the Government Town Schools is noticeable. A fee of scarcely four
pie per mensem is surely a miserably small payment by the children
of townspeople for a good Vernacular Education. The matter
requires attention.

Even in the Private Schools, which, as already explained, are, for
the most part. Grant-in-aid English Classes attached to Government
Vernacular Schools and managed by Government, the fees, though
larger, are very small. One anna per mensem is a mere nominal
payment for an English Education. The high total annual cost per
pupil (Rupees 24) in these Private Schools is also noticeable.

Madras

134. Of the 237 Middle Class Schools in Madras, 68 are Govern-
ment Institutions, and 169 Private Institutions. The Government
Institutions are designated either Anglo-Vernacular School or
Talook Schools, the difference being that the former are of a higher
grade nearly approaching to the 2!illah Schools, while the latter arc

183,

of somewhat less pretensions, the prescribed course of study being,
described as “sufficient to impart a good scholar-like knowledge of
the Vernacular language of the pupils, a fair acquaintance with the
English language, a good knowledge of arithmetic and of the ele-
ments of geometry and algebra, a fair knowledge of general
geography and of the leading facts of the histories of India and of
England, and some acquaintance with the outlines of astronomy
and the leading principles of political economy."

The Private Middle Class Schools in Madras are for the most
part Mission Schools.

135. The following statistics respecting Middle Class Schools in*
Madras are given:—

Government Private
Schools Schools

Number of Institutions ••••..

169

Average number of pupils . .

3,609

9,385

Rs.

Cost charged to Imperial funds ....

37,969

50,204

m to other sources .

9,355

1,31,724

Total

47,324

1,81,928-

Total annual cost of education per pupil

] 3

Annual cost to Government per pupil

Statistics respecting Fees

Total amount of fees, fines, etc., realized from pupils
during the year

n,934

31.821

Average ditto per pupil .....

3 *

Pupils

Hindoos

Mahome dans

Other.

Government Schools , 3.861

256

127

Private Schools . 8,224

426

2,47 2

Total . . . 12.085

682

2,599-

SELECTIONS FROM EDUCATIONAL RECORDS

Bombay

136. Of the 185 Middle Class Schools, 165 are Government Insti-
tutions, and 20 Private Institutions. All the Middle Class Schools
in Bombay are Anglo-Vernacular Institutions. The Government
Schools are divided into two classes, viz,, 1 st Grade and 2nd Grade;
there being 23 of the former and 142 of the latter. The standard*

*Vide Appendix [aid down for entrance to Higher Class Schools
Bombay e Edu 8 -ation forms a standard up to which Middle Class Schools
Report for 1865-66 a im at teaching. The following general definition
of a Middle Class School is given in the Bombay
Report for 1865-66:—

“The Middle Class School is defined to be one in which, being
inferior to the High School, some English is taught; its function
used to be generally the preparation of boys for clerkships or
other small appointments, but it has now the additional function
of definite preparation for the High School, thus leading up to the
University course.”

137. The Bombay Middle Class Schools are stated by the
■Director of Public Instruction to fall as yet short of their proper
standard, and he has proposed, therefore, a re-organization of 19
of these Schools on a standard which will make them “adequate
feeders” to the High Schools.

138. The following statistics relate to Bombay Middle Class
Schools:—

G overnment Pr i\ ate
Schools Schools

Number of institutions

165

Average number of pupils

17,999

1,844

Rs.

Cost charged to Imperial funds

1*03,346

30,113

Cost charged to other sources .....

1 ,36,274

98,191

Total

2.39,620

1,28,304

Total ammo! cost of education per pupil

Annual cost to Government per pupil

/ 16

Statis tics respecting Fees

Total amount of fees, lines, etc., realized from pupils
during the year

54,084

44 980

Average dHto per pupil

SCHOOLS

I85

Hindoos

Mahome-

dans

Parsees

Others

21,010

G593

1*032

I5y

197

4 *

1 332

706

2I,2C7

1,634

2,364

865

Gov eminent Schools
Private Schools

Total .

xne average cost of education per head in the Government
Schools is somewhat high, but this is probably explainable both bv
the relatively high rates of pay obtaining in Bombay 7nd by an

unusual amount of extraordinary expenditure in the way of cons-
tructmg School buildings. '

«, I40 ‘ T h , e com P arativel y Iar ge extent to which these Schools are

able Tht°T SOUrCeS ^ *** ImperiaI Funds is also notice-
Srhnol 7 1 pnnC ' paIIy owin S to lar ge assignments to these

•tht S ° m l r- proceeds o£ the “ Loca l Rate of Assessment,” i *
the Education Cess recently introduced in Bombay. The assim'

ments from this source to Middle place c^i^ 1 y , e assi ^ n ‘
cc . LO ivuaa ie Glass Schools aggregated in 1885.

66 as much as Rupees 1,10,875. 6 ^ ™

frora ,he Bomba? «*

the A h committees have been set to consider and make known
the educational wants of their „„„ tatook,, and

E „ r:; Mi'dii"' 1 ,']" ‘ h c comn >i“ees to seek the extension of

koL

STe to paraZ’h S . ^ 1865 <" hid > » <°

authoritaLlv^ttoftoifprt'Ind ^ h »

funds f„ f„ i- l , . P olnt > an d now no assignments of local

lector of ^ Z

h^HedT;,^;^ - resards ■—

SELECTIONS FROM EDUCATIONAL RECORDS

SCHOOLS

1 86

141. It may be noted further as a fact unexplained in the:
Director’s Report that the Tables of Receipts and Charges under
the head of Middle Class Schools showed for 1865-66 a net excess
of Receipts over Charges amounting to no less than Rupees 48,864,
being more than 20 per cent, of the whole charges.

142. The figures given in the preceding Statement in respect ot
Private Middle Class Schools show an exceptionally high rate of cost
per pupil; but this is partly explained by the fact of some very
heavy items of “extraordinary” charges for building, etc. (aggre-
gating nearly half a lakh), being included among the disbursements.
Making allowance for this, and for one or two expensive Schools for
European children included in the list, the cost per pupil is not su
unreasonably high.

Oude

143. Of the 46 Middle Class Schools in Oude, 34 are Government
Institutions, and 12 Private Institutions. The Government Insti-
tutions are all Tehsilee Schools, of which 19 are Anglo-Vernacular
and 15 Vernacular Institutions. Of the Private Institutions, three
are Mission Schools, and the remaining nine are Schools supported
principally by the Talookdars and Native gentry.

The following statistics respecting Middle Class Schools in Oude
are given:—

Government Private

Schools

Number cf Institutions ....

• •

Average number of pupils

•

2,089

677

Cost charged to Imperial funds

Rs.

26,753

Rs.

3,829.

to other sources

10,151

6,566

Total .

•

36,904

10,39 5

Total annual cost of education per pupil .

•

17!

Cost to Government per pupil .

•

Statistics respecting Fees

Total amount of fees, lines, etc., realized
from pupils during the year

Average ditto per pupil

Pupils

1,428
11 annas

Hindoos Mahomedans

292

7 annas
Others

Government Schools ....

Private Schools ....

2,032

755

956

232

Total

2*78?

i-jKS

187

144. The extraordinarily high average cost of education per head
is noticeable, also the smallness of the fee receipts, which average
scarcely one anna per mensem in the Government Schools, and
little more than half anna per mensem in Private Schools.

Central Provinces

145. Of the 116 Middle Class Schools in the Central Provinces,
105 are Government Institutions, and 11 Private Institutions. Of
the Government Institutions, nine are Zillah Schools which do not
yet educate up to the University Entrance Standard, and 96 are
Town Schools. Of the 11 Private Institutions, six are Mission
Schools (of which four belong to the Free Church Mission).

146. The following statistics respecting Middle Class Schools in
the Central Provinces are given:—

Government Private

Schools

Number of Institutions .

105

Average number of pupils

6,836

694

Rs.

Its.

Cost charged to Imperial funds

50,080

9*54i

Cost charged to other sources

39*433

10,438

Total

89,513

*9*979

Tota 1 annual cost of education per pupil

Cost to Government per pupil .

- • 7*

Statistics respecting Fees

Total amount of fees, lines, etc., realized
from pupils during the year .

Average ditto per pupil

4*638 y

V (not given)

. . 10 annas J

Pupils

Hindoos Mahomedans

Others

Government Schools . . .

Private Schools

(not given)

147. The average fee is excessively small, viz., something below
one anna per mensem. If the returns for Government Zillah
Schools (which are only temporarily rekoned in the Middle Class
till they can work up to the Entrance Standard) be separated from
those for Government Town Schools, the result is that the average

i88

SELECTIONS FROM EDUCATIONAL RECORDS

fee in Zillah Schools is Rupees 1J, or two annas per mensem, and iir
Town Schools not quite eight annas, or eight pie per mensem. The
matter of fees evidently requires to be looked into in the Central
Provinces.

Mysore

148. Of the 16 Middle Class Schools in Mysore, nine are Govern-
ment Institutions and seven are Private Institutions. Scarcely any
information respecting these Schools is given by the Director of
Public Instruction, and the statistics are so meagre that nothing
more is obtainable than what has already been given in the General
Statement at the commencement of this Section.

British Burmah

149. There are three Government Zillah Schools coming under
this head in British Burmah with 398 pupils, the expenditure being
Rupees 13,612 from Imperial funds, and Rupees 2,765 from Local
Funds. There are also 28 Private Schools of this class aided by
Government, with 2,077 pupils. These are almost all under the
management of Missionary bodies.

As noted in the last column of the General Statistical Statement
given at the commencement of this Section, the Education Report
from British Burmah, written before the appointment of a Director
of Public Instruction, does not give the required statistics, and hence
these Schools have not been included in the general return.

Berars

150. No Educational Statistics for the Berars have been entered in
the General Statement given at the commencement of this Section,
because no regular Education Report, with statistics in the pres-
cribed form, has yet been received. The recently appointed Director
of Public Instruction for the Berars will doubtless give full informa-
tion in future years.

Meantime, it may be stated that there are apparently five Middle
Class Schools in the Berars. two of which it is proposed to raise
to the standard of Higher Class Zillah Schools.

Schools— Lower Class

151. The Lower Class of Schools may be described generally as?
consisting of elementary Institutions for educating the lower orders
of the people. The subject of primary education is justly regarded
as a most important one, and has had a prominent place assigned to
it in the Educational Despatches of 1854 and 1859.

SCHOOLS

i 89<

152. In the Despatch of 1854 the Home Government declared
its wish for the prosecution of the object of Vernacular Education
“in a more systematic manner/* and “placed the subject on a level
in point of importance with that of the instruction to be afforded
through the medium of the English language.'* An attempt will
now be made to describe the measures taken in accordance w\th the
above instructions in the several Presidencies and Provinces.

Bengal

153. In Bengal no fixed system was at first adopted, but various
schemes were set on foot in different parts of the Lieutenant-
Governorship, with the object of promoting Vernacular Education.
The measures in operation on the 1st of May 1858 were described
in the following terms in a Minute by the Lieutenant-Governor,
dated the 24th March 1859:—

“Speaking of them generally, it may be said that 228 Schools have
been aided by grants in 27 districts, educating 16,633 pupils at an
average cost to Government for each pupil of one Rupee two annas-
and one pie per mensem for English Schools, seven annas for Anglo-
Vernacular Schools, and three annas eight pie for Vernacular
Schools. Further, there have been 197 Model Vernacular Schools
established in 30 districts, at a total expense of Rupees 3,339-14-2

per mensem, or an average of about Rupees 17 for each School.*
There have been established 55 Circles, embracing 158 indigenous

a *This low average Schools established! in four districts; and there have
insertion* in the^st beerl 12 itinerant Teachers employed in indi-

. uu auwi uj ^ ^

Behar^ districts payments have been made to indigenous

Assam. School Teachers, for improvement in their pupils,

at the rate of one Rupee a month for every 10 boys under instruc-
tion, besides rewards for success given to such Teachers in 11 other

districts; and 10 Scholarships have been provided, of Rupees four
each per annum, to meritorious Vernacular pupils in 32 districts/'

154. Referring to the above statement, the Government of India
remarked, under date the 17th of May 1859, as follows :-

Para. 2.— His Excellency in Council readily admits that it is
shown in this Minute that effective measures have not been wanting
on the part of the Bengal Government for the encouragement of
Vernacular Education among classes lower in the social scale than
any which had been affected by the operations of Government pre-
viously to the receipt of the Court of Directors* Despatch of 1854;
and he wdl have much pleasure in furthering the extension of those

190

SELECTIONS FROM EDUCATIONAL RECORDS

measures as soon as the means of doing so are again available. The
Governor General in Council gladly expresses his concurrence in
the opinion of the Lieutenant-Governor that, for what has been
done, credit is due to the Officers of the Education Department in
the Lower Provinces.”

155. Very little, if any, advance in these directions has until
recent years been made owing principally to financial restrictions
and partly to a prolonged discussion which ensued between the
Bengal Government and the Government of India, in which the
latter argued that it was not the intention of the Home Government
that the grant-in-aid system should be applied to the extension of this
class of Schools, but that any measures which might be taken should
be based on the principle of having the Schools under the direct
management and control of the Government. The Bengal Govern-
ment, having taken a different view, had contemplated a system of
grants-in-aid to such Schools, and had asked for a relaxation of the
Grant-in-aid Rules in its favor.

156. The Bengal Government maintained that the cost of any
system of Vernacular instruction, by the direct instrumentality of
Government, would make its general introduction impossible. It
was argued that although cheap Schools, costing, as in the North-
Western Provinces, from Rupees five to Rupees eight per mensem
each, had been to some extent found practicable in Behar and
Assam, they were not practicable in Bengal Proper. The great
problem of a sufficiently cheap system of Vernacular Education,
through the direct instrumentality of Government remained the
subject of discussion and report till 1860, when the Lieutenant-
Governor, writing with reference to previous correspondence, and
especially to a recent call for a definite report of the measures desired
to be introduced in connection with the Secretary of State’s Des-
patch of 1859, propounded a system the basis of which was the
encouragement of the best of the indigenous Schools by rewards to
the Masters, supply of books, etc.; a proportion of Model Schools
being also established, and arrangements being made for maintain-
ing an efficient inspection.

157. Sir John Peter Grant’s scheme was very much modified in its
actual application. It was transformed into a scheme of which the
following description was given in the Report of 1 862-63: —

The villages where Patshalas are already in existence are invited
to send, for a year’s training in a Normal School, either their present
Guru, or some other person whom they will undertake to receive as
their future School Master. Their nominee if accepted by the

SCHOOLS xgj

Inspector is sent to a Normal School with a stipend of Rupees five
per mensem, and a written agreement is entered into on the one
hand with the heads of the village that they will receive him back
as their Guru when he has completed his course of training and
received a certificate of qualification; and on the other hand, with
the nominee himself, that he will return to the village which select-
ed him, and there enter upon and discharge the duty of Village
School Master, to the best of his ability, on condition of being
secured a monthly income of not less than Rupees five, in the shape
of stipend or reward, so long as he continues to deserve it.

“Each of the three Training Schools at present established
receives 75 stipendiary students. They have been opened but a few
months, but no difficulty has been experienced in filling them. Each
had its full complement at the end of the year.”

158. There can be no question that this is by far the most pro-
mising scheme for encouraging primary education that has ever
been tried in Bengal, and I shall, therefore, endeavour to follow out
its later history somewhat at length. At first its operation was con-
fined to three selected districts (Burdwan, Kishnaghur, and Jessore),
■in each of which a Normal School for Gurus was established. In
the first year of their working they had an average attendance of
217 Gurus come from their respective villages to draw stipends of
Rupees five per mensem, and be trained as Teachers. In the course
of the year 171 students passed their final examination. In the
second year of their existence (1864-65) they had an average attend-
ance of 234 Teachers, -certificates being given to 203. In the third
year (1865-66) only 75 certificates were issued; the cause of the
decrease being the great prevalence of epidemic disease, which
necessitated the closing of one Training School during several
months of the year, and greatly interfered with the operations of the
others. During the year sanction was obtained to the extension of
the operations, under the same Inspector, to three more districts, viz.,
Bancoorah, Midnapore, and Moorshedabad. Only one additional
Training School was added on this account, four Training Schools
being considered sufficient for the six districts.

159. In addition to this, another Inspector was appointed to
superintend similar operations in North-East Bengal, in the dis-
tricts of Rajshahi, Dinagepore, and Rungpore-three new Training
Schools being opened for the purpose.

160. So great is the number of applications for admission to the
Normal Schools that, even in the newly created Institutions, it was
found possible to get several “Free Students,” i.e.. Students in excess
J25 Dir. of Arcli — .13

192 SELECTIONS FROM EDUCATIONAL RECORDS

of the authorised complement (75 per School), for whom there are
no stipends, and who yet entered into the usual engagement to
remain at the School, and to return to the nominating village as
Teachers when qualified.

161. It will be interesting to note the progress of this scheme in
the three districts last taken up (Rajshahi, Dinagepore, and Rung-
pore), where Mahomedans constitute above two-thirds of the entire
population; and where, from the small number of existing Patshalas,
it is necessary to get the villagers to bind themselves not merely to
hand over an existing School to the Teacher when qualified, but,,
if there be no School, to get one up. The number of Mahomedan
nominees is already reported to be considerable.

162. It may be explained here that the scheme contemplates not:
merely the training of Teachers, and the subsequent grant of Rupees
five towards the salary of each qualified Teacher, but it provides
also for the inspection of the Village Schools. For this purpose
each of the two special Inspectors has under him a staff of Deputy 1
Inspectors. There were in 1865-66 altogether 19 Deputy Inspectors-
employed in this work.

163. The salary of Rupees five paid to qualified Teachers by'
Government is calculated to represent about half of their total
income. That this is actually the case will be seen from the follow-
ing statistics for 1865-66 given by the Inspector in charge of the
districts first selected:—

“The Patshalas have, on the whole, gone on well during the
year. They have increased in numbers and in attendance of pupils*-,
and yielded no inconsiderable amount of income to their Gurus in
the shape of schooling fees. Exclusive of the four Training Schools,
and as many model Patshalas attached to them, I had under me, on
the 30th April last, 521 Village Schools, with an attendance of 16,561
pupils, who paid Rupees 26,507-1 in fees and otherwise to their
Gurus. The total cost to Government in these Schools was Rupees
21,643-11, and therefore less than two annas per month per pupil
The scheme of Patshala improvement, therefore, still fully main-
tains its character of being the cheapest to Government, and most
easily expansible of all the systems of elementary education yet
brought into operation.”

164. The model Patshalas above alluded to form another not
unimportant feature of this scheme, for it is, of course, desirable that
the embryo Teacher should have some practical experience in the
art of teaching before he leaves the Normal School, and the means

SCHOOLS

T 93

of this is afforded by the model or practising Patshala attached to
the Central Institution. In these model Patshalas the Native sys-
tem is adhered to as much as possible, so as to secure their being
really models of what it is intended that the Village Patshalas should
be. The following account of the model Patshalas is given by the
Inspector of the Eastern Circle:-

“In the constitution of the model Patshala, the Native Patshala
system has been scrupulously preserved, but with such improve-
ments as are desirable, which, while they promise success, avoid all
unnecessary offence to established notions. The young lads attend
School twice a day, and are arranged into the plantain-leaf, the
palm-leaf, and the paper classes. Zemindaree and Mahajanee
accounts are largely taught. The Schools open and close with the
recitation of short songs in praise of our Maker, and on other appro-
priate subjects/'

165. The following interesting account of the signing of the
village contract is given by the same Inspector:-

It was past 11 A.M., when I reached Momilpore, a village in
Rungpore. I was taken to where the head-man of the place, a
Maliomedan, with his relatives and servants, was preparing a mill
for clearing the sugar-cane of its juice. At my approach he came
up to me, saluted me respectfully, spread with his own hands several
bundles of straw, on which one of his relatives hastily spread out a
mat quickly snatched from a house close by. I took off my shoes
and hat, and sat there. A large number of villagers assembled round
me. They enquired, and I explained to them, the object of my
visit. They heard me with attention, appeared pleased, but no less
surprised; and, after some further enquiries, expressed themselves
willing to set up a Patshala. A nominee was after much difficulty
fixed upon. They then desired me to wait till their brethren
returned from the fields, as their consent and signatures were also
necessary. On my telling them that I was willing to proceed to
where their friends were, they seemed much pleased, and those who
were not to accompany me were about to sign, when, considering that
all this hasty consent might as quickly be withdrawn, I now 'spoke
m such a way that less willing men might easily have found some
pretext for withholding their signatures, or, what is a polite way
of evading, ask time to re-consider the matter. When I spoke in
strong terms of the engagement to refund Rupees 60, in case they
failed to establish the Patshala, the younger brother of the head-man,
after some expressions about their sincerity, volunteered to make
good the money himself, and gave the Guru two slaps on the back

194 SELECTIONS FROM EDUCATIONAL RECORDS

to cheer him on. Finding them really in earnest, I again clearly
explained myself; and having got the signatures of some, after the
contract was read out once more by one of them, proceeded with
the rest to where their comrades were reaping in the fields. We all
walked together, and new accessions swelled the party, till in about
15 minutes we reached our destination. The men left their work
and drew near. We sat down and the head-man undertook to
explain the scheme. This is always very desirable. When he had
done, I spoke. Their consent and signatures soon followed. Some
of the elders could actually sign, while others made marks. I had
previously come to know that there was a Patshala in this village
some 10 years ago. Having then talked with them of the threatened
famine, and of the best way of manuring their fields, I left the place
at past 1 P.M.”

It is quite clear that the village contract is a useful feature of
the scheme, for it secures for the future School the interest and
patronage of the influential residents of the village.

166. I have already devoted more space in this Note than can
well be spared to the description of this most interesting scheme
for encouraging the education of the lower orders of the Bengal
people. There can be no doubt that it promises to be the best
scheme that has been tried. It takes as its basis the national Schools
of the country, and it improves them at a cost sufficiently small to
admit of a really wide extension of the system. The schemes
attempted hitherto failed in one or other of two ways, viz., either—
(1) by establishing Government or Grant-in-aid Model Schools which
were filled by a class of the people far higher in the social scale than
the laboring and agricultural population whom it was desired to
influence; or (2) by attempting to encourage good teaching in
Village Schools, the Masters of which, however ready to take the
offered rewards and to do their best to win them, were, from
defective education, quite unable to carry out the desired reforms.

167. 1 do not mean to say that the new system affects only the
laboring and agricultural population. In some parts of Bengal per-
haps its principal effect is upon, what may be called, the middle
classes of the people. This is shown by the following extract from
the Report of the Inspector of the Central, or first instituted,
Circle:—

“I tried to point out in my last Annual Report, as well as on
other occasions, that the Patshalas are not and cannot be Schools
tor the masses exclusively . I showed in that Report that they are
primarily preparatory Schools for the children of the higher and

SCHOOLS , 195

middle ranks; and, at the same time being extremely cheap, are
attended largely by children of the lower orders.”

In the other or Eastern Circle, it would seem that the scheme
is more directly operative on the agricultural population, as may be
gathered from the following extract from the Inspector's Report:—

“I have heard it talked of, even in high quarters, that the Pat-
shala system is not working among the masses. This, I think, is
far from being the truth, though it is certainly to be owned that it
does not influence the masses alone.

"Of the Schools I visited in the Burdwan Division (belonging
to the other Inspector), some had a sensible falling off in attendance
during the growing and reaping seasons, when laborers cannot
forego the assistance of their children. These children will, on all
hands, be allowed to belong to the masses.

“My own Division, however, is peculiarly the land of the masses.
In Dinagepore and Rungpore, I do really feel that I am working
among the lower classes. There the bulk of the people are agri-
culturists, while the higher orders are almosa unknown.

• ##**##

The diaries of Deputy Inspectors teem with names of villages
composed entirely of agriculturists.”

168. It would be wrong if I were to pass from the description
♦Baboo Bhoodeb of this scheme without mentioning the names of

DMsion! 3 ^* entra * the Inspectors* to whose able and zealous super-
Baboo Kassee vision the successful working of the system is

Ea”t doubtless due in no small degree.

169. A somewhat similar system was tried with less success in
Assam, where it was attempted to improve the Village Schools by
training the Teachers at a Normal School at Gowhatty. Recently
two new Normal Schools have been opened at Tezpore and Seeb-
saugor; and the subsidy allowances formerly given to the Teachers
in proportion to the number of pupils on their rolls have been re-
distributed at fixed rates of Rupees five and six each for 114 Schools.
Better results are looked for.

170. The other systems of Primary Education in Bengal were
thus described in the Report of 1 863-64: —

“The Lower Class of Government Schools consists of the practis-
ing Patshalas attached to the Normal Schools for training Village
Gurus (to be mentioned below), and of some very cheap and

*9^ SELECTIONS FROM EDUCATIONAL RECORDS

elementary Schools in Behar, which are at present far from being
in a satisfactory condition. These latter have, for the most part,
been working with untrained and unteachable Masters, and little
improvement is to be expected till this incubus is removed, and the
present useless Teachers are succeeded by men of a different stamp
who have been properly instructed in the duties of their calling.
An account of these Schools will be found in Mr Fallon’s Report
printed in Appendix A. 1

*******

The private Schools of the Lower Class, in which the standard
of instruction is such as is suitable for the education of the
‘masses,’ comprise some ‘Circle’ Mission Schools receiving allowances
under the Grant in-aid Rules; a large number of Schools in the
Central and South-East Divisions, established under what is called
the Circle system; the Village Patshalas, under the charge of the
additional Inspector in Zillahs Burdwan, Nuddea, and Jessore; the
Indigenous Schools, under improvement, in Behar and elsewhere,
by a system of rewards; the subsidized Village Schools in Assam; and
many Misstonary Schools maintained with the aid of Government
for the education of the Sonthals, Cossyahs, Kacharis, and other
uncivilized tribes. For details regarding these Schools, a reference

must be made to the Reports of the several Inspectors, which are
annexed in Appendix A.”

171. Of these, perhaps the Circle system is the most important.
It is thus described in the Bengal Report of 1863-64:—

“Former Reports have described at length the system of Circle
Schools originally brough into operation by Mr. Woodrow. The
primary object of the scheme was the improvement of the indi-
genous Village Schools by giving rewards to the Gurus and their
pupds and providing each ‘Circle,’ which generally consisted of
three Schools, with a ‘Circle Teacher,’ whose duty was to give
instruction in each School for two days a week in rotation. The
p an. with such modifications as circumstances have suggested is
working with considerable success in the Central and South-East
uivismns; but, as observed above, the Schools are not mainly attend-
ed L* C 'Te ° rderS Whkh are su PP° sed to constitute the masses,

the M drn °L them have come to be g° od Vernacular Schools of
tie Middle Class, competing successfully in the Vernacular Scholar-

re^ a * armnatlon - These Schools, however, cannot generally be
J™ 6 : aS “ an 7 sense the representatives of pre existing indi-
genous Schools, since very few such Schools were found in the
istricts m which the scheme has been introduced.

SCHOOLS

197

“The actual plan of operations is thus described by Mr Martin:—
”A good locality for a circle is fixed upon. If there is a bona fide
Guru there, he is persuaded to admit the Circle Pundit; and then
by his and other assistance two or more Schools are established in
neighbouring villages at the expense of the villagers, and placed
-under the care of young and intelligent men (chosen by the Deputy
Inspector), who have received some education, and are capable of
improving themselves with the assistance of the Circle Pundit. If
there are no Schools, the villagers are promised a Pundit if they open
-Schools attended by 120 pupils, and taught by men nominated by
the Deputy Inspector, and as a suitable locality is fixed upon in the
first instance (one too in which there is no chance of an aided
School) there is generally little, if any, difficulty. When there has
been a Guru of the old School, it generally occurs that within a
short time he finds the work tedious and competition hopeless, and
betakes himself to some other occupation, leaving the field to be
worked by a set of young men taught in our own Institutions.’

In 1855 a grant of Rupees 1,500 per mensem was sanctioned
for working the Circle system, and this was subsequently divided in
-equal portions between the Central and South-East Divisions. Last
year Mr Martin, having reported that he should have no difficulty
jin doubling the number of his circles within a very short time if the
necessary funds were placed at his disposal, sanction was obtained
for the establishment of 30 additional circles in his Division, at a
cost of Rupees 750 a month. The entire grant for Circle Schools
amounts, therefore, at the present time, to Rupees 27,000 per
annum; of which. Rupees 18,000 is assigned to the Soutih-East Divi-
sion, and Rupees 9,000 to the Central Division.’’

f72. In 1864-65 an attempt was commenced to improve the
-Sanscrit Toles in some parts of East Bengal. The Sanscrit Toles
-are quite distinct from the Patshalas, being Schools in which the
philosophy and religion of the Hindoos are taught through the
medium of the Sanscrit language. The Tole Gurus exercise a
-considerable influence over the people, so that any improvement in
-the instruction which they give is an object of importance. The
following account of the experiment is taken from the Report of
.1864-65:- 1 1

“A grant of Rupees 350 has been sanctioned for one year for
the introduction of an experimental measure in East Bengal for
the improvement of indigenous Sanscrit Toles, by systematizing the
instruction conveyed in them and improving its quality. A scheme

I9§ SELECTIONS FROM EDUCATIONAL RECORDS

of studies has been prepared, and scholarships and prizes have been*
offered to the Tole Students who pass an examination in the pres-
cribed subjects with credit. Rewards are also promised to the
Pundits of those Toles which send up successful candidates. Under
this scheme 11 Toles have sent up 3D candidates for examination.
The result was not known at the end of the year.”

From the Inspector’s Report for 1865-66, the system appears to*
be at a standstill, owing to “a hostile social movement” raised
against it.

North-Western Provinces

173. The 8,258 Lower Class Schools in the Nor th-Wes term
Provinces are made up as follows:—

Number
of Schools

Pupils

Government Institutions Hulkabundee Schools

3?°97

95,535

f Aided Schools

2,827

Piivate Institutions •{

(_Indigenous Schools, Unaided ,

5,118

56,893

Total

8,258

h55,255

174. The 'Hulkabundee’ or 'Circuit’ Schools were introduced
first some 15 or 16 years ago. The villages were portioned off into
circuits, in each of which a School was established under the direct
management of Government. The salaries of the Teachers varied
from Rupees 36 to Rupees 60 per annum, and the expense was met
by a local contribution or cess nominally voluntary. The cess is
calculated in different ways in different districts. The Collector
either determines the number of Schools on the area and population
of the district, and distributing the cost of maintenance over the
revenue deducts an equivalent percentage; or he may consider one
per cent, on the revenue a fair cess, and adapt his expenditure and
number of Schools to the amount which this percentage realizes;
or he may take into account the wants and capabilities of the
several circuits and deal separately with each. In all this he is
presumed to have the consent of the people who are so assessed.
It has recently been attempted to put the system of local assessment
on a more secure footing. The late Lieutenant-Governor, Mr
Colvin, recommended, and the Court of Directors sanctioned, the
imposition of a one per cent. School Cess in all new Settlements,
to be so calculated as to fall half on the proprietor and half on
Government. The Rules promulgated for guidance in this respect

SCHOOLS 199

are included in what are known as the “Seharunpore Settlement
Rules.”

175. In his Report for 1858-59 the Director of Public Instruction
wrote:—

'The Circuit School system, wherever it has been introduced*
has revolutionized popular education. It has trebled or quadruple
ed the attendance at School. It has introduced useful and instruct
tive studies, and an efficient organization in place of an utter absence
of books without any system. It has improved the status of the
Teacher, has rendered him independent of individual caprice, and
has placed the School on a more permanent footing’. In the Report
for 1860-61 it is further observed that the system 'is gradually
spreading, and will before long cover the land.’ The present con-
dition of the Hulkabundee Schools is thus described in the Report
for 1860-61:—

“The Schools are very unequal in merit. Those in the 1st, 2nd
and 3rd Circles are in many instances superior to many of the
Tehsilee Schools in those Divisions, while a large proportion of
them are better than the Tehsilee Schools in the Saugor and
Nerbudda Territories. The average attendance per School, which
for the whole North-Western Provinces is 21.6, ranges from 4.7
in Seonee to 42.8 in Etawah.”

The following remarks, taken from the Report of 1861-62, may
also be added:—

'Para. 1.— The results to be considered in this Section go to
prove that the system of popular Vernacular Education, which has
been on trial for 12 or 13 years in these Provinces, and has been
regarded with interest, or taken as a model by other Governments,
is extending its usefulness year by year. Its stability and aptitude
for internal development and improvement is no longer doubtful,
but the need of a vigilant system of inspection, and particularly of
local encouragement, to aid the work of the Departmental Officers,
is strongly marked, and is a feature peculiar to the country. The
prosperous establishment of the Etawah District Schools is a proof
of what may be accomplished by local encouragement, but the state
of those Schools, as reported on by the late Inspector of the 2nd
Circle in December 1861, shows the absolute necessity of an
organized departmental supervision.

“2.— The extension of the Hulkabundee School system over every
district in the North-Western Provinces is a matter of time. When

200

SELECTIONS FROM EDUCATIONAL RECORDS

SCHOOLS

20 r

that is accomplished, a very considerable proportion of the School-
going class will be brought under our direct teaching. At present
-Strange contrasts exist; for instance, in the rich district of Bareilly,
to the north, there is not a single Hulkabundee School; in the poor
district of Jhansi to the south there are 77 Schools, with 2,202 boys,
and a fund available for building purposes of Rupees 20,000. In
many of the districts of the Doab the Schools have been long es-
tablished, and are increasing month by month. In Furruckabad.
one of the wealthiest, they are just beginning to exist. In some of
the famine-stricken regions the Hulkabundee Schools maintained
their vigor, whereas in more favored places at the same period
they apparently fell away/'

176. In some instances, and especially at certain periods of the
year, it is difficult also to keep up the attendance. The following
remarks made by Mr Griffith, Inspector, 3rd Circle, in the Report
of 1860-61, will illustrate this; —

“The bulk of the Hulkabundee scholars are agriculturists; their
time is most precious to their parents, and when the mangoes are
ripe, or the crops are being stocked, on no account they can be
■spared: nay, each family has some cattle, and each family must send
a child to look after them, and the more so since pounds have been
introduced in these Provinces. The agriculturist boys are tempo-
rary visitors, and they flock to our Schools periodically; and, as
the average is struck for the whole year, it must be a low one for
the Hulkabundee Schools, if they are reported truly, till people
value education more than food and necessaries of life."

177. In 1863-64 the Hulkabundee system was extended to the
•districts of Jaloun, Humeerpore, and Cawnpore. The School Cess

(which provides funds for these Schools) was also successfully
introduced throughout the 3rd or Benares Circle, notwithstanding
that it comprises four permanently settled districts. In all these
districts the landholders have voluntarily consented to pay the
education rate,— a fact which may justly be regarded with great
satisfaction.

178. There are still districts, or portions of districts, without
Hulkabundee Schools; and the Educational Officers all look for-
ward to the extension of the cess by the progress of the re-settlement
operations. The following remarks made by the Inspector of the
1st Circle (embodied in the Education Report of 1865-66) give an
encouraging proof of the growing appreciation of these Schools:—

“There can be no doubt that these Schools have now taken
■deep root. The difficulty no longer is to persuade the Zemindars

to allow a School to be opened in their village, but to select, as
localities for the number of Schools that can be afforded, villages
the residents of which manifest the greatest desire for instruction,
•and where the greatest amount of good is likely to be effected. No
inconsiderable portion of the Inspector’s time while on tour is now
occupied in listening to the petitions of Zemindars for new Schools,
or for the restoration of Schools which for some reason have been
withdrawn.”

179. The 43 aided Lower Class Schools in the North-Western
Provinces are composed for the most part of Mission Schools, or
Schools supported by Native gentlemen.

180. The 5,118 indigenous Schools entered in the Returns were

'described' generally in the Report of 1863-64 in the following
terms:— ®

“Schools of the lower order, which have generally received the
designation of indigenous, are the Persian, Arabic, and Sanscrit
bazar Schools, which are visited from time to time by the Deputy
Inspectors of the Department. An accurate calculation of the
attendance and expenditure on these Schools is next to impossible.
The Teachers keep no registers, and the salaries paid are irregular.
As a rule, the average attendance seldom exceeds nine boys; and,
as a better style of education creeps into fashion, attendance at these
Schools will fall lower. The character of the teaching has often
been described. The hope of reform is very small, for the
Teachers, are set against it, and desire no assistance from Govern-
ment which shall involve the trouble of improvement.

"Indigenous Schools are gradually giving way before the steady
advance of the Government system of education. I observe that
in the 1st Circle alone 142 Schools have been closed during the
year. As might be expected, the largest number of existing Schools
are to be found in the Bareilly and Bijnour Districts, where the
Hulkabundee system has not been introduced. In Bareilly there
are 557 Schools, with 4,804 scholars; in Bijnour there are 373
Schools, with 3,558 scholars. Again, take the two best districts of
the Circle, and the result is that in Boolundshuhur alone 43 Schools
have closed this year, and in Meerut 33.”

Since 1863-64 about 600 more of these indigenous Schools have
been closed, yielding apparently to the advance of the Hulkabundee
system.

202 SELECTIONS FROM EDUCATIONAL RECORDS

Punjab

181. The 1,771 Lower Class Schools in the Punjab consist of
1,746 Village Schools (supported by the proceeds of the Education
Cess, and corresponding to the “Hulkabundee” Schools of the
North-Western Provinces), 22 Jail Schools and three Indigenous
Schools aided under the Grant-in-aid Rules.

182. There has been no advance in late years in the number
of Village Schools in the Punjab; indeed the number in 1865-66 is
61 less than in 1863-64; but the number of pupils has increased
from 51,753 to 56,593.

183. The Jail Schools (numbering 22) were first placed under
the Education Department in 1862-63. One or two trained Teachers,
aided by Pupil Teachers selected from the prisoners, conduct the
classes. The Pupil Teachers are excused from labor, and occupy
themselves partly in teaching and partly in learning, with the view
of better qualifying themselves as Teachers.

Madras

184. The Lower Class of Schools in Madras is represented by
one Government School at Striharicottah for the Yenadis,—a wild
tribe inhabiting a jungly island to the north of Madras; 16 Govern-
ment Schools for the Hill Tribes in Ganjam, and 825 Private Aided
Schools. These Private Aided Schools are composed of the follow-
ing, viz

(1) — “Rate Schools” supported by an Education rate, levied

under the Madras Education Act. Of this kind there
are 79.

(2) — Schools managed by Missionary bodies. The majority

of these are managed by the Gospel Society (in various
districts, but principally in Tinnevelly,) and by the
Church Mission Society (also for the most part in
Tinnevelly).

(3) — The indigenous Aided Schools inspected by Government

Officers.

185. The development of education, under the Madras Educa-
tion Act, has certainly not been great. The following remarks are
made on the subject in review by the Madras Government of the
Education Report:—

“The establishment of Schools, under the provisions of the
Madras Education Act, has not made much progress during the

SCHOOLS

203

year under review. According to the Returns appended to the last
Report, the number of Schools supported by a rate at the close of
the official year 1864-65 was 75, including 72 Schools of this class
in the. Godavery District. At the end of 1865-66 that number had
only risen to 79. Of the four new Rate Schools, one is in South
Canara, and three in Malabar; the first mentioned being the Talook
School of Mulki, which, at the request of the inhabitants, has been
converted from a Government School into a Rate School. The
working of the Act in the Godavery District has not been satis-
factory. The Inspector states that the machinery of the Act is ‘ill-
adapted to the purpose to which it has been applied in the Godavery
District, viz., the maintenance of elementary Schools in villages the
population of which is chiefly agricultural. The Commissioner,
Mr Bowers, observes, ‘are ignorant ryots, who care nothing for
the School, and neglect their duties/ ‘The only way/ he writes, ‘in
w ich they can be prevented from causing the abolition of the
Schools by simple inaction is to place them, in their capacity of
School Commissioners, as they are in their capacity of Village
Kurnums, under the authority of the Sub-Collector, but in that
case the Act becomes a dead letter and a superfluity. This would
be virtually a return to the ante-Act state of things, and would be
an admission that these Schools could never have been voluntarily
maintained. Up to a very recent date, many of the Masters had
received no salaries for months/ From the Returns appended to
the Directors Report, it appears that, in two of the talooks in
w ich these Schools are in operation, the amount of the collections
tinder the Act was somewhat less than the Government grant.

Ihe difficulty of obtaining competent School Commissioners
for the management of the Rate Schools is also adverted to by the
Deputy Inspector of Schools in Malabar and Canara, in which dis-
tricts, however, the Act appears likely to work well. In the latter
district five Middle Class Schools have been established, and the
preliminary measures for the establishment of five more, under
the provisions of the Act, had been carried out before the
close of the year. One of the latter, an Anglo-Vernacular

School at Palghat, has b£en opened since the close of the year
with an attendance of 400 pupils. The Deputy Inspector
reports that for this School a building, capable of accommodating
500 boys, is to be provided, at an estimated cost of Rupees 16,000,
and the School is to be eventually placed under a Graduate of an
English University. He adds, that the introduction of the Act
would succeed as well in Canara as in Malabar, were trained
Teachers available. In Coimbatore the inhabitants of 54 villages

SELECTIONS FROM EDUCATIONAL RECORDS

SCHOOLS

204

had placed themselves under the Act, and in 24 of them Commis-
sioners had been appointed; but in none had any Schools been
opened before the close of the year. In only two had the Commis-
sioners commenced to levy taxes, and even in these they had not
ventured to employ any coercive processes, but had collected only
from those who paid, if not willingly, at least without legal pres-
sure. From what is stated by the Inspector, it is to be feared that,
in this district, the applications for the introduction of the Act can
hardly have been voluntary in the true sense of the term. The
matter is one which should be at once looked into.”

186. In the Schools managed by Missionaries no material ex-
tension of operations has of late taken place. About 245 of the
Lower Class Schools appear to belong to this head.

187. The indigenous Schools under inspection number 498.
They received grants aggregating Rupees 3,777 on the “payment
by results” system. The system is considered to have worked well,
and its extension to indigenous Schools in every district has been
directed by the Madras Government.

Bombay

188. Of the 1,177 Lower Class Schools in Bombay, 1,108 are

Government Institutions and 69 Private Institutions. In Mr.
Howard’s Memorandum of June 1865, the following account is
given of the recent history of primary education in Bombay, and
the difficulties which were encountered in the attempt to improve
it. : |

“Para. 47.— No less pains were spent on the great question of
popular education. It was long disputed in the time of the Board
of Education, whether instruction for Natives should be chiefly
Vernacular or chiefly English. The Vernacularist party in
the main prevailed; and while English was little cared for, except at
the Presidency town, Vernacular Schools were opened in large
numbers in the Mofussil at the sole expense of the State.

“48.— Afterwards, in 1854, a partially self-supporting system was-
established. Henceforth no new School was to be opened unless it
was provided with a house, and more than half maintained by the
people. It was hoped that existing Schools would, by popular con-
tributions, be gradually put on the same footing. The Educational
Department inherited the partially self-supporting system from the
Board; and under it more than 200 Vernacular Schools were opened

205

in the course of two years. A zealous Educational Officer could with-
out much difficulty induce village communities to consent to establish,
a School, and to enter into the necessary agreement for its partial
maintenance, but it was not foreseen that the agreement might not:
be observed and could not possibly be enforced. Further expansion
in this direction was checked in November 1856 by the Supreme-
Government, who disapproved of the partially self-supporting system.
Financial difficulties, caused by the mutiny, soon followed. All-
increase of educational expenditure was absolutely forbidden; and
the work for the Educational Department then was to retrench,' and,
if possible, not to go back. The two years that followed ' were
employed in organizing the existing Schools. Stricter discipline was
introduced. The School fee was levied from all but 20 per cent, of
poor scholars, cheap and improved School books and maps were
produced. Each boy was compelled to buy the text book of his
class. Registers were more carefully inspected, and nominal atten-
dants were struck off the roll. It was a time of hard work, and the
Village Schools were reduced to order. But their number could not
be increased, and the apparent, though perhaps not the real, atten-
dance was diminished. A new impulse was given in 1859 by an
order of the Secretary of State, permitting, what before was forbidden,
the re-distribution of School expenditure. The Statistical Returns
at once began to improve, and from that day progress has been un-
interrupted. The number of the Vernacular Schools has, since 1854-
55, risen from 240 to 925, the attendance from 18,888 to 61,629.

“49.-This development is due, as before has been set forth, not
to the increase of the Imperial grant, but to the voluntary contribu-
tions of the people. It was not, however, supposed that the ultimate
wants of the country under the head of National education could
thus be provided for. How to meet those growing wants was
earnestly debated. The partially self-supporting system was
gradually dropped by common consent. In place of the popular
subscription so lightly promised, so reluctantly paid, an enhanced-

lee was levied amid general satisfaction. Mr Coke deserves the
credit of this change.

50.— Every suggestion for extending the area of popular education
was iscussed. The project of working through the existing indige-
nous Schools was carefully considered, and unanimously, or almost
unanimously, rejected. Fhe grant-in-aid system was clearly inade-
quate, and was pronounced by the Secretary of State to be so. It was
necessary to look to the direct action of the Government. Proposals
were made to levy an educational tax, and whether this should be

:20 6

SELECTIONS FROM EDUCATIONAL RECORDS

SCHOOLS

compulsory or voluntary was warmly disputed. I took the volun-
tary side, on political grounds, and drafted an Act analogous to the
Municipal Act (XI. of 1853) to enable communities to tax themselves
for common Schools. I also recommended the immediate levy,
where it was legal, of the extra land assessment, which had been
reserved for education, and the collection of all other local funds
(as ‘chilhur' and the like) which might be made applicable to the
same purpose. I also sketched a plan for constituting each talooka
an educational district, with one principal and affiliated humbler
Schools. This is known as the 'talooka system/ and has been kept
in view in all recent developments of Vernacular Education.

“51.— At length in 1864 the Bombay Government were pleased to
levy the extra land assessment, and declared a proportion of it to
belong to education in the district where it was levied. Local funds
of other kinds were also collected, and Zillah Committees, in which
both the Revenue Authorities and the Director of Public Instruc-
tion were represented, were appointed to control the expenditure of
the local income on Schools and other objects. This system is new,
and has hardly had time to bear fruit.”

189. The local cess above referred to yielded in 1864-65 Rupees
2,15,359, and in 1965-66 Rupees 3,19,524. The agriculturist
rate payers however do not seem to get the full benefit of it. I have
.already noticed the fact (paragraph 157 above) that no less than
Rupees 1,10,875 of the proceeds of the “local rate of assessment” were
credited in 1865-66 under the head of “Middle Class Schools.”
Rupees 11,930 were credited und*er the head of “Higher Class
Schools,” and Rupees 14,469 under the head of Institutions for special
or Professional Education principally on account of Normal Schools.
The above items aggregate Rupees 1,37,274, deducting which from
the total receipts, Rupees 3,13,524, there would be left Rupees
1,76,250 available for Lower Class Schools; but, in point of fact, only
Rupees 49,301 are credited under the head of Lower Class Schools.

Good use, however, appears to have been made of this sum, as
may be inferred from the following extract from the Director's
Report of 1865-66:—

“Para. 52.— The operation of the local cess has given us an in-

Primary or Vernacular Schools. crease of 229 in the number of

these Schools, and of 23,041 in
the number of scholars, during the year. In Guzerat I was impressed
with the vitaliy of primary education, and was pleased to find that

207

boys belonging to the cultivator class were beginning to attend the
Vernacular Schools in considerable numbers. But 1 am not yet in
a position to pronounce, from personal knowledge, on the primary
■education of the Presidency. Two points in the subject are clear:-
-First that, in order to form a judgment, we require more definite
standards of examination; secondly, that, in order to improve the
teaching of the Native Masters, we require an enlargement and in*
■provement of our training Establishments."

Oude

190. The Lower Class of Schools is represented in Oude by 61
'Government Hulkabundee Schools, and 36 Private Schools. The
Private Schools are all aided under the ordinary Grant-in-aid Rules.

191. The Hulkabundee Schools are all situated in the Oonao
■District, the recent re-settlement of which provided the means of
.establishing Village Schools on the system first adopted in the
North-Western Provinces. These Schools were only started in
1865-66; and the results are very encouraging. As the settlement
.operations advance, the system will be extended to all districts in
-Oude.

^92. The Village School Teachers are all trained for their work
in the Lucknow Normal Schools, to which they go for a year for

the purpose, getting stipends of Rupees four each while under
training.

Central Provinces

193. The Lower Class of Schools in the Central Provinces con-

There are also a number of Police and
[ail Schools, of which mention is made
n the Report, but they arenc* directly
'under the Education Department, and
are not therefore included in the Stat-
istical Returns

sist* of 546 Village or Hulka-
bundee Schools supported by
the Education Cess, and 680
Private Schools. The latter

number is made up of 661 indigenous Schools, and 19
Zemindaree Schools maintained by Feudatories and Zamindars on
their estates. The School Cess in the Central Provinces was doubled
in 1864-65, and the extra funds thus made available were found
very useful in increasing the salaries, and thus securing a better
class of Teachers. The number of Vernacular languages existing
almost side by side in the Central Provinces, renders it particularly
difficult to get good Teachers on small salaries. The additional
funds were also partly expended in the erection of suitable School
houses.

208

SELECTIONS FROM EDUCATIONAL RECORDS

SCHOOLS

194. The indigenous Schools are thus described in the Educa-
tion Report:—

“These Schools may be divided into three classes—

“ 1$£. — Those receiving a regular monthly grant from Gov-
ernment.

“2nd.— Those receiving grants under the payment by result
Rules.

“3rd.— Those receiving casual gifts, in money or books, for
the Masters or pupils.

“Of the 1st Class there are only five; the grants have all been
made recently, and with the object of establishing Schools in locali-
ties where none previously existed, and where it was not desirable
to establish a Government School, or where a Government School
could not be established at so low a cost. Schools of this kind should,
after having been established two full years, be aided not by a regular
monthly grant, but according to the rules for payment by results. In
the 1st Class there are five Schools receiving monthly grants aggre-
gating Rupees 45.

“Of the 2nd Class, during

Tnese have net been included in

the Statistical Returns

largest amount paid to one School was Rupees 47—4. Of 273 pupils
examined, about 20 per cent, failed. The only districts in which
Teachers have come forward to claim rewards are Saugor, Nimar,
Nursingpore, and Nagpore. I do not feel satisfied that proper
attention has been paid to this very important branch of our
educational system, and District Inspectors have not yet thoroughly
explained the Rules to the Teachers. A number of School Masters
in the Jubbulpore District, who received grants last year, refused'
to receive them this year; and one of the most intelligent of the
class informed the Inspector the reason was that the parents of the
children objected strongly to his taking any aid from Government;
they seemed to dread it as the insertion of the thin-end of some-
mysterious wedge. When the rules for regulating these payments
by results were drafted, I thought them sufficiently liberal: but a
revision will be necessary, as they are not so liberal as the rules in
other parts of India, which have for many years enjoyed greater
educational advantages than the Central Provinces. I shall submit
shortly a revised Code of Rules.

the past year, 25 Schools* have
presen ted pupils for examina-
tion, and a total of Rupees
408- 1 has been paid,— the

209

“The Schools of the 3rd Class now number 656, with 12,267
pupils. The most remarkable development of these has taken place
in the district of Sumbulpore, and particularly in the Burghur
Tehsilee. At the close of 1864-65 there were 42 indigenous Schools
in Sumbulpore, with 647 pupils; there are now 114 Schools, with
4,340 pupiks, and during the same period Schools of every descrip-
tion and scholars have very largely increased. The people also have
subscribed liberally; besides what they pay directly to the Teachers,
and which it is impossible to state with any degree of accuracy, they
have subscribed for the building of School houses, and for the
maintenance of the Schools, a sum of Rupees 3,350. When it is
remembered that only four years ago this district was not free from
rebels; that at that time, what the Central Provinces were to the
other Provinces of India, so was Sumbulpore, the Boetia of the
Central Provinces, I think it will be admitted that the good work
inaugurated by Captain Cumberlege is not the least important, or
the least interesting page of this year’s History of British India.
The hearty manner in which the people have seconded the District
Officer’s exertions for the education of their children is a proof
that old animosities have passed away; and in their enlightenment
we have some security for their continued loyalty. I append
extracts from the Memorandum of Education by Captain
Cumberlege and his District Inspector for the last Quarter of 1865-
66, detailing more fully than I can do in this Report their opera-
tions during the past year. They will well repay perusal, and their
publication would be useful to the Officers of their districts.”

Mysore

195. The Lower Class of Schools is represented in Mysore by 32
Government Vernacular Schools and bv 15 Grant-in-aid Schools of
a similar class. The Private Schools are designed almost exclusively
for Mussulmans, and are reported to be wanting in order and system.
Improvement, however, is expected, as they are stated to have been
recently better supplied with books, and regularly visited by the
Deputy Inspector.

j British Burmah

196. The statistics for British Burmah have not. as already ex-
plained, been included in the general statement; but it may be hoped
that the recent appointment of a Director of Public Instruction will
ensure the receipt of full information with the prescribed statistical
statements in future years.

SCHOOLS

211

2 10 SELECTIONS FROM EDUCATIONAL RECORDS

197. There are about 259 Lower Class Aided Village Schools in
British Burmah superintended by Missionary bodies, with about
5,691 pupils.

198. It is expected, however, that it will be soon possible to make
progress in the direction of encouraging the existing indigenous
Schools of the Province. The following account of these Institutions
was given in 1864 by the Chief Commissioner:—

“The existing Native Schools of Burmah are the Buddhist
monasteries. The monks are supported by the daily alms of the
people. The fabrics are generally built by private individuals as
works of religious merit. The monasteries have no endowments.
The monks, who inhabit them, perform the priestly offices required
by the laity and educate children. For these services they arc
supported by voluntary gifts and daily alms. There is scarcely a
village in the whole country without one of these Institutions. For
the great mass of the pupils, it may be said that the education
imparted does not go beyond instruction in reading and writing the
Vernacular language,— that is, Burmese, and the rudiments of
arithmetic. For those who intend to enter the priesthood, of course
a higher degree of instruction is necessary, which need not here be
described. As a general rule, it may be stated that all instruction
among the Burmese people is carried on in the monasteries. There
are a few private Schools here and there, but they are exceptional.
There is no other regular plan or system of Schools which could be
taken in hand and improved. I would not recommend that Govern-
ment should set up Schools in the villages as additional, or in
opposition, to the monasteries,— such a scheme would inevitably be
a failure.”

199. As regards the proposed plan of improving these Schools,
the Chief Commissioner expressed the following opinion:—

“ Far a . 15— To carry out this plan, I am of opinion that we
should do nothing more than induce the monks in the several
monasteries to accept certain books for the instruction of the pupils.
We may already have some excellent School books in the Burmese
T anguage. They are as follows:—

“L Geography by the Reverend G. H. Hough (maps wanting).

“2. Treatise on land measuring and triangulation.

“3. Stilson’s Arithmetic,— an admirable work.

“4. 'The house I live in/— translation of an interesting
little work on Human Anatomy.

■f “5. Sketch of Ancient History, by the Reverend E. A. Stevens,
American Baptist Missionary.

“6. Legendre’s Geometry.

“If there were only a work on elementary astronomy, we really
have every book required to commence the work now proposed.

“The task of inducing the Buddhist monks generally to accept
of and teach these works in their Monasteries, of course in addition
to the existing ecclesiastical or theological course of education,
would require very great tact, judgment, and discretion. Some
Buddhist monks, to whom I have spoken on the subject, have not
been averse to the plan. The work would have to be superintended
by a man of superior attainments, one well acquainted with the
Burmese language and the character of the people.”

200. In pursuance of the above suggestion, steps were taken for
the appointment of a Director of Public Instruction. The appoint-
ment did not actually take place till August 1866. The following
account of the success already met with was given by the Chief
Commissioner in February last:-

“It will be seen that, notwithstanding some opposition, there has
been so far very encouraging success. In the towns of Rangoon and
Moulmein the Buddhist monks of 45 monasteries, having 115 pupils,
have allowed the books on arithmetic and land-measuring, and in
some instances geography, and a small book on anatomy, to be
taught. The monks themselves will not teach these books, partly
from a feeling of pride which will not allow them to teach foreign
books, and partly from an ecclesiastical prejudice peculiar to
Buddhist ascetics, that the only true knowledge is contained in the
Beedagat, and that worldly knowledge is waste of time. Still they
allow the books to be taught.”

Berars

201. There are apparently 29 Mahratta Village Schools in the
Berars. It has been proposed to increase this number by the addition
at once of 72 new Schools; no detailed information is available
respecting these Schools; but, now that a regular Education Depart-
ment has been organized in the Berars, it may be hoped that foil
information will be available in future years.

212 SELECTIONS FROM dS»UCATlONAL RECORDS

Female Schools
Bengal

202. In Bengal there are three Government Schools lor the edu-
cation of Native girls, with 153 pupils, and 217 Private Schools, with
5,559 pupils.

203. The Director of Public Instruction has made no remarks
whatever in his Report for 1865-66 on the important subject of
Female Education. This is a great omission; for, though some of
the appended Reports of the Inspectors contain information on the
subject, it would have been only proper to give prominence to the
matter by a few remarks from the Director himself-

204. Mr Woodrow, the Inspector of the Central Division evident-
ly takes a great interest in the subject. He opens his remarks on the
subject with the following' paragraph:—

“ Female Education .— The most interesting feature in the
educational operations of the year is the extension of Female
Education. Not only is there an increase of the numbers under
instruction, but owing to the beneficial action of the Ooterparra Desh
Hitoyseni Shova, there is a prospect of general improvement in the
quality of the instruction imparted. I last year reported that ‘the
total number of girls attending Schools in the Central Division,
exclusive of the Bethune and several private Schools, was 999 in
April 1863, and 1,530 in 1864.’ In 1865 the number had risen to
1,963. In April 1866 it amounted to 2,823. Counting in the
Bethune School and the girls in six Missionary Schools in the
Nuddea Zillah, the number is 3,307. Female Education being yet
in its infancy, it is interesting to the public to know how these
numbers are made up, and in what parts of the country the advance
is most perceptible/'

Mr Woodrow then goes on to give a detailed list of Girls' Schools,
showing the following results:—

Pup in

("Schools ...... j ,877

Aided by Government *{ Circle Pa tsha las ..... 90

(^Zenana Associations .... 6’io

Unaided . . /Under Missionary Bodies • . . 442

\ Under Native Managers . . . X03

Girls attending Schools for boys ...... 60

Government Female School (Bethune School, Calcutta) • . . 125

Total .

3.307

SCHOOLS

213

He adds the following remarks:-

“There are now 58 Grant-in-aid Schools with 1,877 girls m
timm^gtiniTsS Schools with 1.219 gi* ^

Zenana Associations with 278 ladies under ■ nstI “ t ' on ; u ^ b " /
-creased to four Associations with 610 ladies. ,

increasing monthly, and want ol funds, rather than want of house
Ltruction, now plates the limit on ntpd -tenstom The
girls attending Circle Schools have fallen off from 135 to ,
fht attending Schools for hoys iron. 82 to 60; h». **««■£
ing unaided Girls’ Schools have increased from M9 Jo 208. O
the whole, the total shows an increase this year from 2,008 ~, ,

or of 962 girls. This success attending the efforts ° 1 € ° er P a .

Association for promoting the good of the country ^ eserves
brought prominently to the notice of Government.

205 In the South-East Division there is a Government Training

School for Mistresses at Dacca, with 24 pupils on its rolls; and it is
stated by the Inspector that ‘‘applications have been receiv
Mistresses from Rajshahi, Rungpore, Calcutta, “ d “

There are altogether in the South-East Division 64 Girls Schools
(53 of which are aided by Government) with 917 pupils.

206 In the South-West Division there are 30 Girls’ Schools (26
of which are aided) with 1,010 pupils. In the North-West Division
there do not appear to be any measures on foot for Female Educa-
tion, and the Returns do not include any Girls’ Schools.

207. In the North-East Division there are 25 Girls’ Schools (all
aided) with 530 pupils.

North-Western Provinces

208. In the North-Western Provinces there are 497 Government
Schools for girls with 9,269 pupils, and 77 Private Schoo s wi
1,494 pupils.

209. About 100 of these Schools were added in 1865-66. The
Director of Public Instruction refers to Female Schools in
Report for that year in the following terms:—

"These Schools are all of the most elementary description, the
■expenditure is limited, and the parents of the children are generaUy
poor. They are a beginning by no means despicab e, an
under careful inspection. Coming across, as I o, in t e con ^
my tours, towns where formerly at the mention of the Girls Schools
one’s Native advisers and coadjutors would shake their .heads, bn

214

SELECTIONS FROM EDUCATIONAL RECORDS

where now Girls’ Schools are in healthy operation, I cannot but.
look forward to more extended results, though it will be long before
we overtake the ignorance of the population. The visits of
experienced Officers are not regarded with distrust. The Natives
soon grow familiar with an Inspector who performs his work
honestly and regularly, and place confidence in his advice. Younger
and less experienced Officers, who are naturally less able to make
allowance for deficiencies, which even the most cursory inspection
will disclose in Schools perhaps of only a few months’ standing,
have in some instances caused discouragement by the tone of their
remarks. Deception in the matter of attendance cannot at first be
altogether avoided, and will gradually disappear before a patient
examination into results such as that which has been conducted
during the year of report.”

2L0. There are also two recently established Normal Schools for-
Mistresses, one at Agra and another at Ourai, a village about 13 :
miles from Futtehpore. Both these Institutions are favorably
noticed by the Inspectors, and the Director makes the following,
remarks regarding them:—

“Small Normal Seminaries of this character are manageable;
and, when the experiment has been fully tested, I shall ask the
Inspectors to consider the advisability of establishing one in each
district, for the improvement of the Girls’ Schools in that district,—
it being manifestly unadvisable, if not impossible, to institute one
large Normal School for the whole of the Circle, as, in the case of
School Masters, steadiness, rather than rapidity of progress, has
hitherto been our aim, and results seem to prove the wholesomeness
o£ the principle/'

Punjab

211. The 1,029 Female Schools in the Punjab, with their 19,561
pupils, are composed of 333 Government Schools and 696 Private
Schools.

212. As the Punjab stands foremost of all other Provinces in
respect of the numerical results of Female Education, it may be
well to give here some account of the rise and progress in that Pro-
vince of so recent but important a feature of educational operations.

213. The following paragraph extracted from the Punjab Edu-
cation Report of 1862-63 refers to the period when the first real
impulse was given to the movement in favour of Female Education in
the Punjab:—

schools

215 *

' At the Educational Durbar* * * * ' * His Honor

Training of the Lieutenant-Governor addressed the Chiefs of

Lahore and S 31 Lahore and Umritsur, and called their special at-

Umritsur tention to the necessity for providing education for

their daughters as they had already for their sons, and promised them
assistance in carrying out any plan they might devise for that pur-
pose. Accordingly Committees were appointed at each of the two
cities, and it was arranged that the family priests of certain of the
best families, viz., 30 at Lahore and 40 at Umritsur, should under-
take to teach, each of them at least, one female from his own or his

client’s families. While giving this instruction, the priests are to be
paid at the rate of Rupees 10 per mensem; and as soon as the pupils
become proficient enough to impart knowledge themselves, they will
be taken into the service of the families with which they are connect-
ed as Governesses, and the pay of the priests will cease. The
Governesses will teach the females not only of their own or their
patrons' families, but also of respectable neighbours of a lower social
grade. These again will probably be glad to open Schools of their
own, or to take service as School Mistresses with Government or

private persons. And so it is hoped that, beginning with the upper
classes, the stream of Female Education will gradually permeate
through the several strata of Native society. For starting the scheme,,
which amounts to supplying the means of training within their
home circles, at least 70 Governesses, most of whom will be fit to act

as Teachers by the end of a year, the sum of Rupees 8,000 is required:
for the year 1863-64, and special application has been made for it.”

214. In the following year (1863-64) the Director of Public In-
struction gave the following account of the result of the scheme
referred to above:—

"In paragraph 64 of my last Annual Report I explained how a
scheme had been proposed for training up Governesses, and placing
them in the families of the upper classes of Native society at Lahore
and Umritsur. This scheme was afterwards changed; for it was
found that the adult females, who were taken under instruction in
the first instance, had domestic cares and duties which sadly inter-
fered with their speedy advancement in study, and young girls were
found much sharper learners than adults. Again it was found that
there was no real objection to the employment of male Teachers;
whatever objection there was, was directed against the innovation
of teaching females at all. And when, through the example set and
arguments used by a few leading members of the Native community
these objections were gradually overcome, the system of private
female instruction by family priests in the houses of the Chiefs and

SELECTIONS FROM /EDUCATIONAL RECORDS

SCHOOLS

,216

Notable?, and of Schools in every Mohulla for the wives and -daught
<ers of the .middle classes, soon became generally prevalent. As these
Schools are not open to inspection, I am dependent for my informa-
tion regarding them on the /Reports of the Committees of Native
/gentlemen; but from these Reports, and from the great interest shown
in the matter throughout by His Honor the Lieutenant-Governor,
there can be no doubt about the subject of /Female Education having
been taken up far more earnestly than could have been expected in
so short a time. Most of the Schools are probably very elementary,
and a good deal of the scholars’ time is no doubt devoted to instruc-
tion in their own religious books; yet a fair amount of attention
seems to be paid to secular studies as well, and some few girls
have made good progress, judging from the specimens of hand-
writing produced as the result of their unassisted efforts. I also
understand that the teaching of plain needle-work has been com-
menced, and proves decidedly popular. One thing is at any rate
very certain that the formation of these Schools to so large an extent
at the two chief cities of the Punjab has brought the subject to the
notice of all classes throughout the Province, and has greatly facili-
tated the spread of Female Education in other districts.

“I may also mention here that, within the last two or three
months, Baba Khem Singh, a lineal descendant of the Guru Baba
Nanuk, and greatly revered by all classes of his countrymen, has been
preaching at Jullunder and its neighbourhood in favour of Female
Education. He has since then spontaneously proceeded as far as the
Rawul Pindee District, bent on the goodly work of stirring up the
people to educate their daughters. The success of his mission has
been immense, and Girls’ Schools are now starting into existence
by scores and even hundreds, I believe, in those parts of the Punjab
which he has visited.”

215. The results for 1863-64 in respect of Female Schools were
thus described in the same Report:—

“There are now 204 Government Female Schools, instead of only
103 at the beginning of the year. The number of girls has increased
from 2,224 to 3,993; of whom 3,414 are Mahomedans, and 579 Hin-
doos; 53 of the girls in the Jullunder District are learning English,
439 Persian, 3,312 Oordoo, and 561 Nagree. The average daily
attendance has nearly doubled, being now 3,058.

“These Schools are all under the direct control of District Officers,
many of whom have interested themselves greatly ini the matter, and
have set them on foot at considerable personal trouble. The charges
are borne exclusively by the one per cent. Educational Cess Fund.

217

'Tfae great difficulty is to exercise proper supervision over them.
Although it would be obviously preferable to employ female Teach-
ers, and the want of them is felt by some District Officers to be a
.great impediment to the progress- of Female Education, yet the people
do not seem to object to male Teachers for their daughters, to
long as they are allowed to make their own selection. And, strange
to say, the selection not unfrequently falls upon young men, as
well as old,— occasionally on a mere lad, one of the senior scholars in
a neighbouring Town or Village School. The prejudice against in-
spection in many places continues very strong, though it has been
completely removed in others by the District Officers. All that is
necessary at present seems to me to, be to withhold any good rate
-of pay from the Teacher where the School is not open to occasional
visits from the Deputy Commissioner, or at any rate from some
trustworthy Native Officer selected by him, and approved of by the
people who send their children to the School. Money and official
favor are the two great motive pioneers in this matter."

• * * * • • *

“Of Private Female Schools there are seven ordinary aided
Schools, six of which are connected with Missions, and one is a
School for girls of European parentage at Anarkullee, Lahore. This
last is of a superior kind, and so are the Orphanages at Loodianah,
Umritsur, and Kangra. But, besides all these, there are the very im-
portant, though as yet elementary, Female Schools in the cities of
Lahore and Umritsur, numbering no less than 223 , and containing
3,841 scholars. These Schools are entirely under the management
of Committees of Native gentlemen at the two chief cities of the
Punjab. Rupees 8,000 were assigned for their support as a special
grant by the Supreme Government; but the amount actually ex-
pended on them has been Rupees 11,520 from Government, and
Rupees 1,404 from private subscriptions and donations of the Chiefs
.and Notables.”

216. So far as the Female Schools under private management
were concerned, the requisite funds were supplied from Imperial
revenue as a charge under the head of grants-in-aid. In respect of
the Female Schools under Government management, the funds were,
in the first instance, made available from the Education Cess Fund.
Towards the close of 1864 the Female Schools, under the direct
management of Government, numbered 192, costing Rupees 1,633
per mensem; and there were 55 more, costing Rupees 270 per men-
sem, which had been started and kept up on promises held out to
the Teachers that Government would eventually grant them salaries.
On a representation shortly after made by the Lieutenant-Governor,

218

SELECTIONS FROM EDUCATIONAL RECORDS

the Government of India sanctioned an assignment of Rupees 10,000
per annum for three years from Imperial revenue towards the sup-
port of these Schools, leaving the cost of such Schools as were situat-
ed in agricultural villages to be met from the Education Cess Funds.
It was at the same time observed that any further extension of
Female Schools should be carried out on the grant-in-aid principle,
which, it was remarked, if readily accepted, would “afford some
test and pledge that the spread of Female Education is real and
truly desired by the people of the Punjab”. While anxious to afford
every encouragement to the spread of Female Education, the Gov-
ernment of India did not wish that Educational or District Officers
should allow their zeal to betray them “into so exercising their in-
fluence with Natives of the better classes as to amount in fact to a
pressure which the Natives do not feel able to resist”.

217. The Report for 1865-66 shows an increase since 1863-64 on
the Government Female Schools from 204 to 333, the number of
pupils having likewise increased from 3,993 to 6,834. As regards Pri-
vate Female Institutions, the number of pupils had risen to 12,727,
of whom 8,352 were Hindoos, 4,161 Mahomedans, and 214 Sikhs and
others ,

Madras

218. Female Education does not seem to have been as yet the sub-
ject of any special interest of exertion on the part of the Educational
Authorities in Madras. There are no Government Female Schools;
but the Returns show 139 Female Schools under private manage-
ment with 3,315 pupils. Many of these are probably for children
of European descent; no special notice is taken of them in the
Madras Report.

Bombay

219. In Bombay the Government Female Schools were increased
during 1865-66 from 23 to 33, and the number of pupils from 639 to
1,036. The Returns for private Female Schools are mixed up with
those for Boys* Schools but there appear to be 32 Institutions with
upwards of 1,400 pupils.

220. The following remarks on the subject of Female Education
are made by the Director in his Report for 1865-66:—

“I have recorded above (paragraph 26) an increase during the
year of lS^'emale Schools and 397 pupils. But when we compare
the total number of female pupils on the rolls in Government
Schools, namely, 1,036, with the average daily attendance, namely,

schools 219

695.3, the unsatisfactory character of most of these Institutions must
be at once inferred. The first characteristic of our Girls’ Schools
is extreme irregularity of attendance; the second, is that they are
in reality Infant Schools, in which it appears to me that the great
bulk of the children, being very young, sit looking on, while a few
girls at the top of the School receive a little instruction. In submit-
ting this general observation, I must, however, refer to Mr Curtis’
Report, paragraph 25 (Appendix A 2, page 42), in which a favorable
view is taken of the prospects of Female Education in Guzerat. Some
-of the Private Girls’ Schools (under inspection), and especially the
Royehund Deepchund School at Surat, are exceptions to my general
remark. Captain Waddington (Appendix A 1, page 23) reports
favorably of the (Private) Parsee Girls’ Schools attached to Sir Jam-
setjee Jeejeebhoy’s Benevolent Institution. Female Education, which
is oi course closely connected with different phases of social and
religious feeling, is better received among some castes of the people
than others, and as yet it shows more signs of flourishing among the
Parsees of Bombay and the Banias of Guzerat than among the more
literary Brahman communities of the Deccan or Concan. Looking
at the question broadly, I am afraid it must be asserted that the pub-
lic education (properly so called) of course is incompatible with the
system of infant marriages, and with many existing prejudices of
the people on the most delicate subjects, think that the education
and civilization of such portion of the people of India, together with
the example of the European community, will inevitably bring in
the education of the women of India, but that this result will be
very gradual, and will be subsequent to many important social
changes. In the meanwhile, I am humbly of opinion that private
and Missionary exertion may do much to help on the cause, but
that Government is precluded from taking any prominent steps to
accelerate the movement.”

Oude

221. There are no Government Female Schools in Oude, but there
are 11 Private Schools, of which one is for European and Eurasian
girls. The 10 Schools for Native girls are managed by Missionary
bodies, five of them being in connection with the Church of England
and five under the American Mission. Three of these Schools were
opened during 1865-66. The Director of Public Instruction writes
respecting them as follows:—

**The Schools are visited regularly by the ladies of the two
Missions, who speak very favorably of the progress made by the
pupils. Instruction is given in reading, writing, and arithmetic”.

220

SELECTIONS FROM EDUCATIONAL RECORDS

SCHOOLS

221

The following remarks are taken from the same Report:—

“I believe that the Reverend Mr Renther, at Fyzabad, has open-
ed one or two Girls' Schools in that city. The Head Masters of
some of the Zillah and Tehsil Schools have also, during the past
year, made attempts to interest those around them in Female Educa-
tion; two or three small Schools have been opened, but their success
is not yet certain.”

Central Provinces

222. The 92 Female Schools in the Central Provinces are all
Government Schools supported, like other Village Schools, from the
Education Cess funds. The following account of them is given by
the Director:—

“These Schools have increased during the year from 65 with 1,244
pupils to 92 with 2,361. The largest number in any district is at
Saugor, where there are 26 Schools with 713 pupils; in the districts of
Chindwarrah and Upper Godavery none have yet been opened. The
progress made in these Schools must be slow; and, except in places
where European ladies interest themselves, I do not anticipate great
results. The movement in favor of educating girls is interesting,,
and should be encouraged to a certain extent, to show that Female
Education is one of the things Government aim at; but I believe that
the most certain, and the most speedy, way of educating the women
of India is to educate the men; when we have a generation of educat-
ed fathers, there will be little difficulty about the education of their
daughters. It is well in the Central Provinces to have a few Girls'
Schools in every district; but, as they are entirely supported by local
Educational Funds in the same way as the Boys' Schools, I would
not sacrifice the efficiency or the number of the latter, to greatly
extend the means of education for girls, unless, indeed, by the offer
of fees or subscriptions, the people manifested a real desire for such
Institutions.”

223. A Female Normal School was established at Nagpore during
1865-66. It has 20 women in it, and the management of the Insti-
tution is reported to have been successfully conducted.

Mysore

224. Tlmre are no Government Female Schools in Mysore; and
of the seven Female Schools under private management, two are
designed for European and Eurasian girls. The other four are
for Hindoo girls, and are reported to be “all well attended, and
making steady progress.”'

British Burmah

225. There are seven Female Aided Schools in British Burmah^
with 409 pupils. The following account of these Institutions is
given by the Chief Commissioner in his Report of 1865:—

There are five Female Schools in the Pegu Division, and two^
in Tenasserim.

The most prominent Institution of this character is the Karen
Female Institute at Tounglioo, under the superin-
Ka^ren Female tendence of Mrs. Mason, for the instruction of the
Tounghoo daughters of Karen mountaineers. This School

has been in active operation during the year, and
is supported entirely by the people. It numbers 66 pupils. On the
15th of January 1866 the annual examination was held in the
Institute. 'The scene was interesting', says Mrs. Mason, ‘as it was
the first time that Karen Mountain Chieftains sat as judges, and
awarded prizes to Karen young women for attainments in scholar-
ships.' . . 'There were present also strange new visitors in nine Manu-
Manau Chieftains from beyond the Eastern Water-shed, and two
Gaikoo Chiefs from near the Northern Boundary. In all there were
41 Chiefs and Elders present from the Mountains, with 50 students
and jungle Teachers.' The Vernacular Department of this School
was taught eight months, the English Department ten.

‘This indefatigable lady has also revived her School for Burmese

_ „ , women at Tounghoo. It was in operation during;

Burmese Girls’ , r . . r , °

School, Tounghoo tiie last quarter ot the year under review, and at

its close contained 29 pupils.

The next School of note in the Pegu Division is St. John’s Insti-
9 tution. It is both a Girls' Boarding and Day

Rangoon ? School, in which those who can pay for board

and education are required to pay; and it is also &
Free School and Orphanage in which those who are too poor to
pay, or who have no parents, friends or relations to support them,
are fed, clothed and taught gratis. It is admirably conducted by a
Lady Superioress and four Sisters of Charity, who impart elementary'
instruction to the pupils in both English and Burmese. In the
English Department there are 55 pupils; and in the Vernacular or
free section there are 60, 30 of whom are orphans, and the remain-
der day-scholars. The way this School is conducted reflects the
highest credit on all connected with its management. Major Laurie
observes of these Schools— ‘I found everything to be in a most satis*-
factory condition, forming remarkable aids to the causes of education
and philanthrophy/

-222

SELECTIONS FROM: EDUCATIONAL RECORDS

The Female Schools in the Tenasserim Division are located at
St Joseph’s Moulmein. St. Joseph's Institution, under the con-

Moulmeiu 5 tr °l tb e Reverend Father Guerin, is conducted
by a Lady Superioress assisted by seven Sisters of
Chanty. The average attendance during the year has been 108; of
these 39 were orphans, and 69 day-scholars. The instruction is ele-
mentary and embraces needle-work. The orphans are educated free
of charge, while the other pupils pay a fee varying from three to six
Rupees per mensem. The Commissioner, who presided at the exami-
nation held on the 19th December last, reports that 'the older
girls have made considerable advancement since the time of the
-examination of the previous year, the younger children were progress-
ing satisfactorily/

“Two Burmese women conduct a Girls’ School at Moulmein,

t under the superintendence of the Reverend Mr
Girls’ Vernacular XJ „

School, Moulmein Caswell. The average attendance m this School
has been 50 girls, of the average age of 10 years,
each pays a fee of one anna a month, and are taught reading,
.writing, and the simple rules of arithmetic/’

Berars

226. There do not appear to be any Female Schools in the Berars.
Concluding Remarks respecting the Classification of Pupils in

Schools

227. I have already (paragraph 54) shown that, of the whole
•number of Hindoos and Mahomedans attending Colleges, only SJ
per cent, are Mahomedans. It will be seen from the following
figures, relating to the pupils attending Schools in the principal Pro-
vinces of India, that the percentage of Mahomedans is 18 per cent:—
Pupils attending Higher Class Schools

Bengal N. W. Provs Punjab Madras Bombay Total
Hindoos . . 16,828 2,36c 9,377 5,063 1,337 34,965

Mahomedans . 1,561 375 3,362 473 28 5,799

Hindoos

Mahomedans

Hindoos

Mahomedans

Pupils attending Middle Class Schools

40,896 13,783 5,784 12,085 21,207 93,755

4 > 24 1 3,380 2,238 682 1,634 12,175

Pupils attending Lower Class Schools

32,374 1,21,713 29,125 14,049 63,653 2,60,914

5,040 3 2 ,S03 24,816 87 4,947 67,793

Total

{ Hindoos
Mahomedans

3,89,634

85,767

Grand Total 4,75,401

228. The proportion of Mahomedans is greatest in Lower Class
Schools, where it reaches 20 per cent., which is probably not far
from the actual proportion borne by the Mahomedans to the
Hindoo population of the country generally.

SECTION VI

Institutions fcr Special Education

224

SELECTIONS FROM EDUCATIONAL RECORDS

INSTITUTIONS FOR SPECIAL EDUCATION

225

230. I now proceed to make a very few remarks respecting the
Special Institutions in each Province.

Bengal

231. Of the 24 Government Normal Institutions in Bengal, four
are English Departments, and 20 Vernacular.

The four English Departments have proved a failure, as will be
seen from the following extract from the Director’s Report for
1865-66:—

“ English Department-Calcutta, Hooghly, Dacca, and Patna—
The English Departments opened a year ago in the Normal Schools
at Calcutta, Hooghly, Dacca, and Patna, as announced in last year’s
Report, have hitherto failed in the object for which they were
established. Students with the proper qualifications cannot be
induced to enter them, because they are not affiliated to the
University, so that attendance at them is no qualification for
admission to the First Examination in Arts, whilst the Syndicate
declines to accord the privileges of School Masters to the Pupil
Teachers who join them. Unless some concession is made on this
point, there seems little probability of obtaining any adequate
results from these Departments, and it will be advisable to abolish
them.”

The 20 Vernacular Training Institutions were more successful.
Twelve of them are intended to train Masters for Vernacular Middle
Class Schools, seven are specially designed for training Gurus for
indigenous Schools, under the scheme already described under the
head of Lower Class Schools, and one (at Dacca) is for female
Teachers.

232. The following extract from the Director’s Report for 1865-
66 will show how large a proportion of these useful Institutions
have been set on foot during the year under review:—

“New Vernacular Normal Schools Opened— Three Normal
Schools were opened at the beginning of the year in East Bengal,
at Mymensing, Comillah, and Coomarkhali for the training of
Masters for Middle Class Vernacular Schools, and four similar
Schools commenced operations in Behar, located respectively at
Bhaugulpore, Purneah, Gaya, and Chuprah.

“In North-East Bengal, three new Normal Schools for the train-
ing of Gurus for Village Patshalas have been opened under a new
Inspector, Baboo K.assi K.anth Mookerjee, at Rajshai, Dinagepore,

and Rungpore, each providing for 75 stipendiary pupils, and an-
other similar School has been started by Baboo Bhoodeb Mookerjee
at Midnapore in South-West Bengal.

“In Assam the Normal School at Gowhatty, which had not been
successful, has been re-organized at a reduced expense, and additional
Normal Schools have been sanctioned for Tezpore and Seebsaugor,
in order to make better provision for the supply of Masters for the
elementary Vernacular Schools of the Province.

“From these statements, it will be seen that an important advance
has been made during the year in the means of raising a supplv of
Teachers qualified for conducting the Middle and Lower Class
Schools throughout the country.”

Of the three Private Normal Institutions, one (in Calcutta! is
for Mistresses.

233. Of the 14 other Institutions for Special Education, two are
Schools for training in useful Arts, -one a Government Institution,
and the other a Private Institution, both situated in Calcutta. Two
are the Mahomedan Madrissas at Calcutta and Hooghly, respecting
which remarks will be made under the head of Oriental Institutions

(Section VII); six are Law Classes attached to the Colleges in
Calcutta and the Mofussil; one is the Civil Engineering Department
of the Presidency College; and three are the English, Bengalee and
Hindoostanee Classes of the Calcutta Medical College.

234. I find that it would lead almost beyond the reasonable
limits of a Note like this to enter into any detailed description of
these Institutions, and I have not, therefore, attempted it.

North-Western Provinces

235. Of the eight Government Normal Schools in the North-
Western Provinces, six are for male Teachers, and two for female
Teachers. The latter have already been noticed under the head
of Female Schools, and the former are Institutions designed to train
Teachers for the Vernacular Schools in the Province, -there being
one for each of the three large Circles at Agra, Meerut, and
Benares, one in Almorah for the Hill Circle, and Special Normal
Classes at the Schools of Ajmere and Etawah.

236. The three Private Normal Institutions appear to be in-
tended for the training of other than Native Teachers.

237. Of the two other Special Institutions, one is the Civil
Engineering College at Roorkee, and the other the Agra Medical
:School designed for giving an education to Native Doctors.

226

SELECTIONS FROM EDUCATIONAL RECORDS

Punjab

238. The seven Government Normal Schools in the Punjab are
designed for training Vernacular Teachers for the Town Schools
and Village Schools. In 1865-66 they turned out 44 Town School
Teachers and 133 Village School Teachers. Out of 2.012 Teachers-
employed in Government Vernacular Schools in the Punjab, 1,4 IT
have already undergone a Normal School training. There are 166
now under instruction, leaving 429 who have yet to be sent to a
Training Institution.

239. The three Private Normal Schools are all for training female'
Vernacular Teachers. One of them is in connection with the
S.P.G. Mission at Delhi, and two are under Native Committees at:
Lahore and Umritsur.

240. The number of women under instruction during the year
was 80, of whom 40 were Hindoos and 40 Mahomedans.

241. The Lahore Medical College has not been entered in the
Punjab Returns. It is an Institution started, some seven years
ago, with the object of training Native Doctors and also Sub-
Assistant Surgeons. The School Department (for Native Doctors)
has turned out already some 51 men qualified as Native Doctors,
and six men have been qualified as Sub-Assistant Surgeons in the
College Department.

Madras

242. The seven Government Normal Institutions consist of five
Schools and two Normal Classes. They are not merely Verna-
cular Training Schools, but qualify Teachers also for Anglo-
Vernacular Schools; six of these Institutions sent up successful
candidates for the University Entrance Examination, the aggregate
number being 21, of whom 12 came from the Madras Normal
School.

243. The following notice of these Institutions and of the
Private Normal Schools was taken by the Government of Madras on
reviewing the Education Report of 1865-66:—

“The Report on the Government Normal School at Madras is*
again unfavourable. The Director of Public Instruction states
that the arrangements have been defective, and the management
faulty; that, in the general examination for Certificates, the Students
showed to disadvantage when tested in method and teaching"
power, and proved, in many instances, in these subjects, to be

INSTI'l U'l IONS FOR SPECIAL EDUCATION 22 7

anterior to the untrained Candidates. The Governor in Council
has now under consideration a detailed Report which the Director
has recently furnished, with the view of enabling the Government
to determine what steps it will be necessary to take with the view
•of restoring this important Institution to the condition of efficiency
which it maintained under the management of its first Principal.
-Orders will be passed on the subject at an early date.

‘‘The Normal Schools at Vizagapatam, Trichinopoly, Vellore,
-and Cannanore are all doing fairly. That at Trichinopoly is in
a very satisfactory condition. Owing to the difficulty which is
•experienced in inducing Canarese Candidates for training to
•resort to the Normal School at Cannanore, which is situated in the
district of Malabar, it is proposed to form a Normal Class in con-
nection with the Provincial School which is about to be established
at Mangalore, in the District of Canara. The Reports on the
Training Institutions supported by the Church Missionary Society
at Palamcottah, by the Society for the Propagation of the Gospel
in Foreign Parts at Sawyerpuram and at Tanjore, and by the
Christian Vernacular Education Society at Madura, are all, more
or less, favourable.”

241. The seven other Special Institutions in Madras consist of—

/ College Branch

The Medical College • 1 Collegiate School

J College Branch

The Civil Engineering College ■ • • • ^ Collegiate School

Law Department of the Presidency College

School of Industrial Arts, Madras

School of Ordnance Artificers, Madras

Bombay

245. The six Normal Schools in Bombay are all Government
Institutions. They are intended primarily for supplying qualified
Teachers for Vernacular Schools. The two principal Institutions
are at Poona and Ahmedabad. In his Annual Report of 1862-63,
Mr Howard warmly advocated the experiment of turning the
Training Institutions at these two places into Vernacular Colleges,
arguing as his reason that the purely Normal School training pro-
duced men deficient in general education. The experiment was
tried but has failed, as appears from the following extract from the
Report of Sir A. Grant (the present Director of Public Instruction
for 1865-66:—

“As a point of general interest, I beg humbly to refer to my
letter to Government (Appendix G, page 185) on the Poona
'Vernacular College/ as it used to be called, in which the experiment
was made (but without success) of combining the teaching of higher

228

SELECTIONS FROM EDUCATIONAL RECORDS

subjects through the medium of the Marathi language, with the
ordinary functions of a Normal School. Government, concurring
in the views expressed, were pleased to sanction the limiting the
functions of this Institution (under the name of the Toona Train-
ing College') to the preparation of School Masters. Subsequently
I have made analogous proposals with regard to the ‘Ahmedabad
Vernacular College, in which a similar experiment appeared to
have failed equally. I am humbly of opinion that it is an anachron-
ism to attempt Vernacular Colleges for Western learning at the-
present day. Such Colleges will only be possible when large
numbers, and perhaps several generations, of scholars have been
habituated to think and express themselves on scientific subjects
in the Vernacular languages. The training of Native School
Masters in Normal Schools and Training Colleges is such an im-
portant matter that we cannot afford to allow any diversion of the
energies of those to whom the task is entrusted. The Institutions
of this kind at Poona and Ahmedabad are working fairly. Those
recently established at Belgaum and Hyderabad have made a good
beginning."

246. The eight other Special Institutions in Bombay consist o£
the following:—

f i. Grant Medical College, Bombay
I 2. Law School, Bombay

Government Institutions 4 3. Poona Engineering College

[ 4. Engineering School, Hyderabad

\ m 5. Guzerat Provincial College, Ahmedabad

f 6. David Sassoon Industrial and Reformatory Ins^
Private Institutions I titution

^ 7. Furdoonjee Sorabjee Parak’s School of Arts and
I Industry

8. Sir Jamsetjee Jeejeebhoy School of Arts

The Guzerat Provincial College is an Institution connected with;
the Ahmedabad High School, the special subjects of education being,
law, logic, moral philosophy, history, mathematics, and Sanscrit.

Oude

247. The two Special Institutions in Oude are Government
Normal Schools located at Lucknow and Fyzabad, and intended to
train Teachers for the Tehsilee and Village Schools. The Fyzabad
Institution is a temporary branch of the Lucknow School. The
levy of the Education Cess is being rapidly extended over Oude r
and its extension will be followed by an equally rapid establish-
ment of Village Schools. For these Schools it is necessary to pro-
vide Masters and hence Students, aspiring to the office of Village
Teachers, are being collected and trained at the two Schools
mentioned above. The period of training is one year. At the
close of the year the two Institutions contained 392 pupils, o£

ORIENTAL CLASSICAL LANGUAGES AND ORIENTAL INSTITUTIONS 229

whom 378 were under training as Teachers for Village Schools, and
the rest (14) for Tehsil and other Schools.

Central Provinces

248. The six Special Institutions in the Central Provinces are
all Government Training Institutions. Of these, one (at Nagpore)
is a superior Institution designed for training Masters not only for
Town and Village Schools, but for Zillah Schools. Four of the
Institutions (at Jubbulpore, Hoshungabad, Raepore, and Khund-
wah) are intended for training Teachers for Vernacular Town and
Village Schools; the School at Khundwah being merely a Normal
Class for the Nimar District, opened in the last month of 1865-66.

249. The remaining Institution is the Nagpore Female Normal
School. It was commenced in September 1865, and is reported to
have made steady progress. Twenty female pupils are studying

in it.

Mysore

250. Of the two Special Institutions in Mysore, one is a
Government Normal School intended to train Teachers for Anglo-
Vernacular Schools. There are 27 students under training.

The other Institution is an Engineering School, which had 32
pupils at the close of the year.

British Burmah

251. There are two Special Institutions in British Burmah, both
under private management. One of them is the Vernacular
“Karen Theological Seminary" at Rangoon, designed to fit young
men for the Christian ministry, and the other the “Normal and
Industrial School" at Bassein, which contains two Departments, the
one an Anglo-Vernacular School, and the other a Vernacular Train-
ing School,— the' industrial element pervading both.

252. Besides the above, a large number of the Aided Middle
Class Schools in British Burmah partake, more or less, of the charac-
ter of Normal Institutions.

SECTION VII

Oriental Classical Languages and Oriental Institutions

253. I introduce this subject not so much with the idea of giving
any valuable information regarding it, as with the object of bring-
ing an important matter into prominent notice. It has only been
at the last moment, while preparing my Note for the Press, that
the idea occurred of making a separate Section for this subject, and

2 3 O SELECTIONS FROM EDUCATIONAL RECORDS

the information afforded, as well as the remarks offered, are not
so complete as could be wished.

254. It has already been noticed, under the head of “Univer-
sities” that the Vernaculars had recently been excluded from the
Calcutta List of languages, which may be taken up for the First
Examination in Arts. The List now is as follows:—

Greek

Latin

Hebrew

Sanscrit

Arabic

And one of these must be taken up by everv Candidate at the First
Arts Examination.

255. In the Bombay University a similar alteration was made,
the List adopted being the same as that given above for the Calcutta
Examination.

The Madras List still contains the Vernaculars as optional
subjects, both in the First Arts and B.A. Examinations; and it is
not till the M.A. Examination that a Candidate is bound down
to one of the Classical Languages.

256. The effect of the alteration made in Calcutta and Bombay
has been to make it necessary for every College Student to study
a Classical Language, and, of course, the Oriental Classical Langua-
ges— Sanscrit and Arabic— are generally preferred; of these two,
Sanscrit seems to be decidedly the favorite, and the Government
Colleges have now, for the most part, been provided with separate
Sanscrit Teachers or Professors.

257. An interesting point to be noticed in this Section is the
history of the various Institutions which were originally designed
for the special cultivation of Oriental studies.

258. In the Despatch of 1854 the Home Government remarked
as follows (paragraph 8):—

Para 8.— “The systems of science and philosophy, which form
the learning of the East, abound with grave errors, and Eastern
literature is at best very deficient as regards all modern discovery
and improvements. Asiatic learning, therefore, however widely

ORIENTAL CLASSICAL LANGUAGES AND ORIENTAL INSTITUTIONS 23 1

^diffused, would but little advance our object. We do not wish
to diminish the opportunities which are now afforded in Special
Institutions for the study of Sanscrit, Arabic, and Persian litera-
ture, or for the cultivation of those languages which may be called
the classical languages of India. An acquaintance with the works
contained in them is valuable for historical and antiquarian pur-
poses, and a knowledge of the languages themselves is required in
the study of Hindoo and Mahomedan Law, and is also of great
importance for the critical cultivation and improvement of the
Vernacular languages of India.”

259. In the case of almost all Oriental Institutions attempts have
been made to combine a good general education with the special
or Oriental studies. In some instances success seems to have
followed the attempt; in others the oriental element seems to have
been entirely or practically extinguished.

Bengal

260. The Bengal Oriental Institutions are the Sanscrit College in
Calcutta, the College of Mahomed Moshim at Hooghly, and the
Mahomedan Madrissa in Calcutta. The old Hindoo College no
longer exists, as it has been merged in the Presidency College.

261. In the matter of reform, the Sanscrit College presented

"Sanscrit College t ^ ie easiest field of operations, for it was

supported entirely by Government with-
out any specific assignment of funds, and consequently without any
obligation, actual or implied, for the maintenance of a particular
organization. The College was founded in 1824, and at first
Sanscrit was studied exclusively, with restrictions as to the caste
of the pupils allowed to enter it. When the old Hindoo College
was broken up, its sister Institution, the Sanscrit College, was allow-
ed to stand. The Government of Bengal, in its letter to the
Council of Education of the 21st October 1853, intimated, as a
sort of solace to the Native Managers of the former Institution,
that the Sanscrit College shall be maintained by the Government
exactly as it is.” In March 1859, however, the Director of Public
Instruction (Mr Young) pointed out to the Bengal Government
the following defects in the condition of the Institution, viz.:—

“Isf -It has not been brought within the influence of the
University, and, under its present constitution, it is not likely to be
able to send up any Candidates to the University for degrees

232 SELECTIONS FROM EDUCATIONAL RECORDS

*' ‘2nd .— It occupies an isolated position as regards other Insti-
tutions; there is no interchange of advantages, no emulation of
Teachers or pupils between it and other Schools or Colleges.

**§ r d m — Its Examinations, awards of Scholarships, See., are all
managed within itself, and so managed as to excite little interest,
and command little confidence, among the outside public.

“4th.— It is still that ‘compound of a College and a Dames
School’ which the other Colleges were a few years ago, but are no*
longer.

“5th .— It devotes to the teaching of obsolete science and
philosophy much time which would be better given to subjects of
more practical utility.”

262. The re-organization which followed the above representa-
tion left the Sanscrit College on precisely the same footing as any
ordinary Government College, with its attached Collegiate School,,
with the following exceptions, viz.:—

(1) .-Sanscrit is taught in all the classes both of the School and
College. Sanscrit, in fact, occupies in the School Department the
same position as Greek does in a Public School in England, the
Standard in Sanscrit being much higher than the ordinary Pass
Standard in the University, just as the Standard in Greek in the
6th form at Eton is much higher than is required for a Pass
Degree at Oxford or Cambridge. Before passing their University
Entrance Examination, the School boys read in Sanscrit far beyond
the B.A. requirements; and they continue their higher Sanscrit
studies between the Entrance and First Arts Examination, so that
they are in a position to pass the M.A. Sanscrit Examination one
year after passing the B.A.

(2) .— There are special encouragements to the study of Sanscrit
in the way of Sanscrit Scholarships. The fee rate in both School
and College classes is not high (Rupees three per mensem), and
in the School Department the sons of bona fide Pundits, to the
number of 100, are admitted on payment of a reduced fee of one
Rupee.

263. A full description of the changes introduced in the Sanscrit
College will be found in the Report of the Institution contained
in the Appendix of the Bengal Education Report for 1863-64, and
in a letter from the Principal to the Government of Bengal, No. 44,
dated the 8th April 1864. The Institution is reported to have

ORIENTAL CLASSICAL LANGUAGES AND ORIENTAL INSTITUTIONS 233"

been brought “into complete harmony with the University Course.
In 1865-66 there were 266 Students in the School Department, and
20 in the College Department.

264. The Hooghly College is the next on the list, and as its

TT , . ^ „ , history and that of the Calcutta Madrissa

Calcutta Madrissa are m most respects similar I shall treat

of them together. The Hooghly College
was founded in 1836, and is mainly supported from funds be-
queathed by Mahomed Moshim, a wealthy Mahomedan gentle-
man, who, dying without heirs in the year 1806, left his large pro-
perty, yielding an annual income of Rupees 45,000, to Mahomedan
Trustees ‘for the service of God/ Owing to the misappropriation
of the funds. Government assumed the office of Trusteeship. The*
right of assumption was opposed by the original Trustees, but
upheld both by the Courts in India and by the Privy Council in
England. The period of litigation extended over many years,
during which the annual income accumulated, forming a surplus
fund of Rupees 8,61,100. This fund was devoted to founding and
endowing the Hooghly College. It was further increased by a
portion of the original Zemindaree and by the lapse of various pen-
sions with which the estate had been burdened.

265. The Calcutta Madrissa, as stated in a Minute by the
Lieutenant Governor of Bengal, dated the 15th September 1858, was
founded by Governor General Hastings in 1781, in order to give
to Mahomedan Students “a considerable degree of erudition in the
Persian and Arabic languages, and in the complicated system of
Laws founded on the tenets of their religion,” so as to enable them
“to discharge with credit the functions and duties of the Criminal
Courts of Judicature, and many of the most important branches
of the Police, which it had (in 1781) been deemed expedient to
continue in the hands of Mahomedan Officers.” In a recent letter
addressed by the Principal of the Calcutta Madrissa to the Director
of Public Instruction (No. 592, dated 22nd October 1864), it has
been claimed on behalf of the Institution that the Government is
merely in the position of a Trustee for the endowment, and that
it is just as much bound to administer those funds for the special
objects originally contemplated, as in the case of the sister Insti-
tution at Hooghly. Major Lees’s arguments on this point are
given in the Note* at foot.

*“40. — The Madrissa was founded in 1780 by the then Governor General
Warren Hastings. Though old for a Government Educational Institution, it is
not yet so old that one would expect to find its origin lost in antiquitv. Yet such
would here really appear to be the case. The Education Department seem to look
upon it as purely a Government Institution. The Mahomedans, on the other hand > .

*34

SELECTIONS FROM EDUCATIONAL RECORDS

266. Up to 1820 the Calcutta Madrissa was under the uncoil-
trolled management of Mahomedan Professors, and as a consequence
the studies had become nominal, and its

♦Lushington’s report
of 1821

ample annual resources had been “dissipated*
among the superior and subordinate

drones of the Establishment.” The Institution was then (1820)

placed under English Superintendence, but the system of tuition
remained much the same, being described so late as 1850 by Dr

_ Tk * _ ♦ 1 1 '

'Sprenger, the Principal, in the following terms: —

'The system is, in fact, precisely the same as the one which was
in vogue in Europe during the darkest ages, and it produces the

have always maintained that it belongs to them, being a bequest made to their com-
mumty by Warren Hastings from his private property, and they have often spoken
*of the Madrissa Mahal, or Board lands of College, of the which no one now appears
to know the whereabouts. Within the last few days, however, I have read the record
of the Institution as compiled by Mr. Fisher in the Appendix to the Parliamentary
.Report in 1832, and it would appear that both these suppositions ar^ equally erro-
neous. The Institution, it is true, was originally founded by Warren Hastings and
maintained by him at his own cost for a short time; but finding it beyond his means
to do all that he desired, he subsequently recommended that he should be paid back
tall he had expended, and that the Institution should be endowed by a grant of certain
villages, and ‘that the lands appropriated for the maintenance of the Madrissa
delivered over to the charge of the said superior or guardian, and the jumma of
them separated from the Public Revenues 2 This recommendation was confirmed
by the Board, or then Council of India. Certain lands and villages were assigned
for the support of the Institution in the 24 Pergunnahs, and a Stinnud made out
for them in the name of the Preceptor or Principal. These lands were called the
■ Madrissa Mahal . A claim, however, was afterwards set up to them by the
Rajah oi Nuddea, which was considered good ; and it would appear that, for some
time, the Preceptor held them under the Rajah. The revenues, however fell off
^nd in 1819 a question arose as to the liability of Government— the Committee of
the Madrissa claiming on behalf of the Institution the full amount of the rental of
the lands when granted, or Rupees (29,000) twenty-nine thousand per annum
- To that amount (or even Rupees 30,000/ said the Committee, £ Mr Shore consi-
dered the Government chargeable for the expenses of the Madrissa whnW as
he expresses himself, ‘the farmer (of the benefice lands) made good his payment
-or not. The orders of the kjovernor General on this claim were as follows — that
■/he expenses of the Institution having fallen below the funds appropriated for
its support, consequently, on a strict balancing of account between the Institution
and Government, a considerable sum would be found due to the Institution. His
Lordship does not, however, think it necessary to go into a minute examination of
these details; but is pleased to resolve that the revenue of the Madrissa shall,
for the future, be taken at Sicca Rupees 30,000 per annum (-Company’s Rupees
;3L 8 75)*

41. It would seem from the foregoing that, if the Mahomedans are wrong
jn one respect, they are right in the main point, viz.* the endowment of the Ins-
titution; and no doubt, had the lands remained attached to the College dll this date,
its revenue now would be double Rupees (30,000) thirty thousand per annum, as
has been the case with many of the Royally endowed Schools of England. The
Mahomedan view of the case was confirmed by the orders of the Court of Direc-
tors of 1841, and confirmed again by the Despatch of the Secretary of State of 28th
February, 1861, in which those orders were republished. Of this endowment,
then, the Mahomedans cannot with justice be deprived, and the Institution;
therefore, costs the Government little or nothing, it has been in the enjoyment of this
endowment now for nearly a century ; the Mahomedans are proud of the Institution;
they send their children to from many distant parts of Bengal; and has confer-
red on them very great benefits.”

ORIENTAL CLASSICAL LANGUAGES AND ORIENTAL INSTITUTIONS

2 35 :

same results. The sophistries of dialectics learned in a sacred langu-
age puff up the Professors with conceit, render them hostile to every
thing practical or founded on experience, and extinguish in thenr
the sense of art and beauty, and blunt the sentiment of equity and
morality/’

267. The history of the Hooghly Madrissa up to 1850 had been-
of much the same character; and hence it was that, in the educa-
tional reforms which took place between that year and 1854, both
of these Mahomedan Institutions were re-modelled. In both of
them a junior or Anglo-Persian Department was created, the senior
or Arabic Department being made quite distinct and separate. In
the latter Department a more modern and rational system of instruc-
tion in the Arabic language and in the principles of Mahomedarv
Law was substituted for the antiquated and faulty system of the
Indian Moulvies, and the teaching of false physical science was*
altogether prohibited.

268. In both cases the Anglo-Persian or General Departments
have flourished, while the Special or Arabic Departments have*
languished.

269. In the Hooghly Institution the Anglo-Persian Department
was merged into a Collegiate Institution, with School and College
Departments like other Mofussil Colleges. The Institution was*
affiliated in 1857. The Anglo-Persian Department of the Calcutta
Institution has only recently been affiliated to the University, and
that only as educating up to the First Arts Standard. It is notice-
able, however, that the Hooghly College and Collegiate School
appear to have been completely monopolized by Hindoos to the
almost entire exclusion of Mahomedans/ The distribution of pupil*
for 1865-66 was as follows:—

Pupils in 1865-66

t — ■ — ■ — — — — . . ^

Hindoos Mahomedans Others Total

Hooghly College . 133 6 2 I4I

Hooghly Collegiate School , 236 43 g 2 gg

Considering that these Departments were supported in the year
under notice, to the extent of Rupees 45,407, from the “proceeds
of endowment,” it may be a question whether the funds bequeathed
by a Mahomedan, however usefully employed are being expended
m a manner consistent with the special object for which they are

ORIENTAL CLASSICAL LANGUAGES AND ORIENTAL INSTITUTIONS 237

2^5 SELECTIONS FROM EDUCATIONAL RECORDS

held in trust. It is true that, while the fee rates are Rupees 2-8 and
Rupees 3 in the School, and Rupees 4 and Rupees 5 in the College,
Mahomedans are admitted both in the School and in the College
at the reduced rate of one Rupee; but the results seem to show
that, even with this privilege, the arrangements are not such as to
maintain the original character of the Institution as one designed
specially for the education of Mahomedans. In the Anglo-Persian
Department of the Calcutta Madrissa all the Students (238) are
Mahomedans, none but such being eligible for admission. The fee
rate is one Rupee.

270. I have already said that the Special or Arabic Departments
have languished. The following account of them is extracted from
the Bengal Education Report of 1863-64: —

-There are two Government Madrissas or Arabic Colleges-the
Calcutta Madrissa, to which is attached an Anglo-Persian School,
and the Hooghly Madrissa, which, as already stated, is a Department
of the College of Mahomed Moshim. The course of instruction in
both is exclusively Arabic, and Mahomedans alone are admitted.
The Students are required to possess some knowledge of the elements
of Arabic before admission, but no other test of education is requir-
ed; and few of them have learnt more than is ordinarily acquired
from the private teaching of Mahomedan Moulvies. The course of
instruction extends over five years, and comprises Grammar, Litera-
ture, Rhetoric, Logic, and Law. Mahomedan Law, and, as a neces-
sary consequence, Mahomedan Theology, constitutes in reality the
staple study of the classes; and the two Institutions may be regarded
as purely professional Seminaries engaged in the training of
Moulvies, Moollahs, Cazis, and the like, for the supply of the
social and religious needs which the creed of Islam imposes on its
votaries. In the Calcutta Madrissa there are 12 Senior Scholarships, -
four of Rupees 20 a month, and eight of Rupees 15, available for
the 1st and 2nd Classes; and 16 Junior Scholarships, of Rupees 8
a month, for the 3rd and 4th Classes. For the corresponding Classes
in the Hooghly Madrissa, there are 14 Senior Scholarships— two of
Rupees 50, four of Rupees 20, and eight of Rupees 15; and 16
Junior Scholarships of Rupees 8. These Institutions are not affiliat-
ed to the University, —their course of study having no affinity with
that prescribed by the University Regulations; but, as a special case,
the Rules for the award of the (English) Junior Scholarships have
recently been so far relaxed as to allow the Junior scholars from the
Anglo-Persian Department of the Calcutta Madrissa to hold their
Scholarships in the Arabic Department, provision being made for

the simultaneous prosecution of their Arabic and English studies,
with the view of enabling them to reach the standard of the First
Arts Examination of the University. With the present Arabic
Course, however, the arrangement must fail of its object, as sufficient
time cannot be given to English studies."

271. The Reports for 1864-65 and 1865-66 represent the condition
of these Institutions as unaltered. "They show," writes the Director
of Public Instruction in his last mentioned Report, "but feeble signs
of vitality, and under present arrangements little is to be expected
of them."

The Returns for the last three years are as follows:—

Calcutta Madrissa

Hooghly Madrissa

No. of
Students

Expen-

diture

No. of
Students

Expen-

diture

Rs.

1863-64

. . 108

17*937

5.448

1864-65

17*317

5.369

1865-66

16,389

3,009

The monthly fee is only eight annas.

272. In his
recommended

Minute of 1858 the Lieutenant
the abolition of the Calcutta

Governor of Bengal
Madrissa; but the

Government of India determined otherwise, as will be seen from
the following extract from the orders of 2nd July I860:—

“Para. 6.— I am desired to state that the Governor General in
Council, having carefully considered the case, does not think that
the arguments advanced by the late Lieutenant Governor for the
abolition of the Calcutta Madrissa are tenable on grounds of sound
policy, neither is he at all able to concur in His Honor’s estimate
of the value of the Institution.

w * * # * * #

"12.— Upon the whole, I am directed to state that the Govern-
ment of India feels confident that the right and most advantageous
course will be to continue to act in the spirit of the reforms of 1854;
to do this carefully and not hastily; and to give to the Principal,
with this view, all the authority which he ought to possess, and
which he will be able to exercise with the best effect, under the

238 SELECTIONS FROM EDUCATIONAL RECORDS

advice and control of the present Lieutenant Governor, who himself
had a large share in settling the measures which were adopted for
the reformation of this Institution in 1854.”

273. The Secretary of State, in reviewing the above orders,
remarked as follows:—

“Para. 5.— I agree with your Government that it is not necessary
to afford any artificial encouragement to the study of the Arabic
language by giving it an undue preference over English or Persian;
and I must beg that the remarks in the Despatch of the late Court
of Directors of the 20th January 1841 may be borne in mind, and
that the Scholarships in the Madrissa be only given as the reward
of merit, and that their continuance to particular students be
dependent on good conduct and continued industry, to be tested
by periodical examinations.

“ 6 — As the arrangements now sanctioned must be considered to
be, in some degree, experimental, a special Report as to their opera-
tion and result must be submitted after a period not exceeding two
years from the date of your order of July last.”

No special Report has yet been submitted.

274. I find, however, that in June 1864 the Bengal Government
instituted an enquiry on the following points, viz.:—

(1) —Whether, by the adoption of some such plan as that intro-
duced in the Sanscrit College, the present system of instruction in
Arabic in the Calcutta Madrissa might not be amended and com-
bined with instruction in English.

(2) .— Whether such a measure would not bring the Institution into
harmony with the University system, and remove the objections at
present felt by the Syndicate to its affiliation.

(3) —Whether it will not at the same time be carrying into effect
those reforms which the Government of India and the Secretary of
State have uniformly insisted on.

275. Respecting these enquiries, the Principal of the Calcutta
Madrissa wrote a long Report, dated 22nd October 1864, objecting
altogether to the proposed remodelment,— maintaining that, under
existing arrangements, considerable progress had been made towards
realizing the objects of Government, and giving the following
opinion, viz.:—

“If the principles laid down in the Despatches of the late Hon’ble
the Court of Directors of 1854, and the Right Hon’ble the Secretary

ORIENTAL CLASSICAL LANGUAGES AND ORIENTAL INSTITUTIONS 239

of State of 1859, are to be upheld, the course, in regard to the
Oriental Classical languages, which is clearly indicated in those
.... « , _ . Despatches,* is the institution of a Special

of 1854 , paragraphs 30 , Faculty in the University for them, and
31 and 32 . placing the Special Oriental Colleges on the

footing of the Medical and Civil Engineering, or any other special
Colleges that are, or may hereafter be, founded,— a course which,
while it would not prevent the introduction into the Colleges and
‘schools for the general education of the people of such moderate
amount of instruction, in the grammar and construction of the
Arabic and Sanscrit languages, as is absolutely necessary for the
acquirement of a classical or more critical knowledge of the
Vernaculars, would, on the other hand, ensure that all Students,
graduating in either Arabic or Sanscrit, should possess a knowledge
of English equal to that possessed by all Graduates in Medicine and
Civil Engineering,— a knowledge, we may assume, sufficient for all
practical purposes.”

276. The Director of Public Instruction, however, did not agree
with the Principal of the Calcutta Madrissa, and forwarded his
Report to the Government of Bengal, with the following recom-
mendation, viz.:—

“Para. 10.— I recommend, therefore, that the course of studies in
the School Department of the Madrissa be at once framed on the
same plan as that of the Sanscrit College,— Arabic taking the place
of Sanscrit, with the addition of Persian as an optional subject, that
;a College Department be added) to this Department, in order to
educate the Students up to the Pass Degrees in Arts, while they
enjoy facilities for keeping up their Arabic studies with the
obtaining Arabic Honors if they so desire; and, finally, that the
present Arabic Seminary be gradually allowed to die out.”

277. Proposals of a similar kind were, Mr Atkinson informs me,
made by him in 1860 for re-organizing the Hooghly Madrissa.

278. No orders have yet, however, been passed in either case.

North-Western Provinces

279. In the North-Western Provinces, the Agra and Benares
•Colleges were originally purely Oriental Colleges.

280. The Agra College no longer stands in that list, as will be
^een from the folowing extract from the Education Report of

T.2S D- of A — 1 6

24O SELECTIONS FROM EDUCATIONAL RECORDS

3859-60, containing the substance of a recommendation made by
the Director of Public Instruction and approved by the Government,
North-Western Provinces:—

“The Government should proceed on the principle of providing
the people with what they cannot get elsewhere, or at least of so*
good a quality. In this category instruction in the English language,
and the study of English literature and European Science may be
included. But Arabic and Persian studies may be pursued, as well
outside as within the College walls. It may be said, and with truth,
that some knowledge of Arabic and of Persian Grammar is essential
to form a good Urdu scholar. Arabic and Persian Grammar should
form part of the Urdu course, so also the most popular Persian
works, e.g the Gulistan and Bostan. But I advocate the abolition
of a separate Arabic and Persian Department. Let every Student
who attends our Colleges and High Schools learn English. This
should be a sine qua non. Mr Fallon very justly remarks that the
Oriental Student is not brought under the influence of the European
Master; his moral education at the Government School under the
Moulovee is not a whit better than it would be under a common
Miyanji . The admixture of English and Oriental Students is in-
jurious to the former. I believe that the abolition of the purely
Oriental Department, while it might for a time decrease the
number of Students, would bring many boys into the English
classes."

281. The following brief history of the Agra College is given
in the Calcutta University Calendar for 1866-67:-

“Agra College is partly supported by Government, and is under
the control of the Director of Public Instruction, North-Western
Provinces. It was established by the direction of the General Com-
mittee of Public Instruction in 1823-24, and placed under the
superintendence of a Local Committee, consisting of the Government
officials of the place, with a paid Secretary, who also acted as over-
seer of the Institution.

“It was opened to all classes of the population, and ‘was designed
to diffuse more widely than Native Schools the possession of useful
knowledge, to give a command of the language of ordinary life,
and of official business-to teach, principally, Hindee and Persian,
with the native mode of keeping accounts (Leelavattee), and to have
instruction in Sanscrit and Arabic. It was not designed to impart
an elementary education: the pupils were expected to have made
considerable progress before their admission’.

ORIENTAL CLASSICAL LANGUAGES AND ORIENTAL INSTITUTIONS 24I

“Separate teachers of Sanscrit, Hindee, Persian, and Arabic were
appointed. All were taught gratuitously, and more than two-thirds
of the whole received stipendiary allowances.

“Subsequently, in successive years, the introduction of new
subjects, and the addition of new teachers gradually changed the
character of the Institution, from that of a purely Oriental School to
that of an Anglo-Vernacular College, with upper and lower depart-
ments of study, having a Principal, and containing (1862) no pupil
who does not study English with Urdu or Hindee.

Endowments, etc.

“This College is endowed by a fund in the districts of Agra and
Aiiygliur, amounting to about a lakh and a half of Rupees, from
villages formerly held by Gungadhur Pundit (who held his jagir,
under Educational Services, from a late Rajah of Gwalior), the
interest of which fund and the annual collection from the villages
exceeded 20,000 Rupees. To this have been added, from time to
time, by Government, additional allowances for Teachers, Scholar-
ships, etc., both sources of revenue amounting annually to about
35,000 Rupees. There are also Scholarships endowed by various
private benefactors, amounting to one hundred Rupees a month."

282. The Benares College is thus briefly described in the same
Calendar: —

‘The Benares Sanscrit College was founded by Government in
1791, for the cultivation of the language, literature, and (as
inseparably connected with these) the religion of the Hindus. In
1830 an English Institution was established, distinct from the Sans-
crit College at first, , but incorporated with it in 1853."

The continued existence of the special Sanscrit element in the
Benares College would seem to be viewed by the Director of
Public Instruction as practical failure, as may be gathered from
the following extracts from his Reports: —

(Report of 1862-63)

“Para. 24.— On the Sanscrit Department. Mr. Griffith remarks—
‘There has been, I am willing to think, considerable improvement
in the Sanscrit College during the year under review. Several

242 SELECTIONS FROM EDUCATIONAL RECORDS

reforms have been introduced and found to work well, but the
College is still looked upon with affection by the orthodox Hindu as
the nurse of his sacred language, literature and philosophy, for the
preservation of which it was established under the auspices of a
liberal and enlightened Governor. The pupils have been more
regular in their attendance, and the Pundits have taught classes at
once insteadi of single students. The results of the examination have
been more satisfactory than usual/ The first two classes in this depart-
ment have likewise made a marked advance in the knowledge of
English.

“25.— There are 124 Students in the Sanscrit Department, 52 of
whom received stipendiary allowances of from Rupees 2 to 16 per
mensem. This part of the College may, indeed, well be looked
upon with affection by the orthodox Hindu. The State not only
pays him to study his own sacred literature, but finds him the best
guides and teachers that can be had, and supplies him with the
comforts of a roomy building, where he can pore over his Shastirs
and bewilder himself with the philosophy of his ancestors. The
philological study of Sanscrit, and its affinities with other languages,
as throwing light on the history of antiquity, which is the chief
incentive to its study in the eyes of the European scholar, is not
attempted by these votaries of Hindu learning, who regard the
language as holy, and its literature as holy, and imagine themselves
to be sanctified by its study. This religious indulgence costs the
State about Rupees 22,800 a year. Surely the wealthy inhabitants
of Benares might maintain their own Patshala. which, if well conduc-
ted, would be eligible to receive a grant-in-aid from the State purse,
just like any other Missionary or religious Institution. The philo-
logical study of Sanscrit is doubtless deserving of direct encourage-
ment. This would be best effected by an offer on the part of
Government of free quarters and tuition in Sanscrit to all scholars
from European nations, who wished for an opportunity of studying
the language at the probable scene of its currency as a living tongue.

‘26.— Last year ‘the chair of Vedenta,’ a kind of theological
professorship, was, on the death of the Pundit who held it, abolished.
Other salutary alterations, such as the addition of English teachers
to the staff, were carried out, and a European scholar will be placed
in charge of the Department under the orders of the Principal. Such
changes are regarded unfavorably by the Pundits of Benares as
innovations, the tendency of which is to diminish the paramount
importance of the sacred language. Whether the study or the
preservation of the sacred language be of importance to Her Majesty's

ORIENTAL CLASSICAL LANGUAGES AND ORIENTAL INSTITUTIONS 243

Government or not, educationally speaking, the Sanscrit Department
of the Benares College is, from its very constitution, the least satis-
factory part of the system of public instruction administered in these
Provinces/*

(Report of 1863-64)

“Para. 16.-The Principal reports-‘In the year under review there
were 100 Students in the Sanscrit College. Two general Examina-
tions were held in July and December. In the 1st Poetry Class, five
Students were considered worthy of prizes; in the 1st Grammar
Class, seven. Ten students in the 2nd Grammar Class, one in the
1st Nyaya Class, two in the 2nd Nyaya Class, two in the 1st Mathe-
matical Class, and one in the 2nd; eight in the 1st Sunkhya Class,
and five in the 2nd, were considered worthy both of Scholarships
and prizes. The progress made during the year in the Sanscrit
College is not unsatisfactory/ From this statement, which is the
sum total of the Principal’s Report on the Sanscrit College, it will
be seen that 29 per cent, of the Sanscrit Students are Scholarship-
holders. The number of Scholarship-holders in the English Depart-
ment of the College is 7i per cent., but the holdings are more
valuable.

“17.— The results of the study of Sanscrit at the Benares College
hardly yet come up to the expectation of its founders, which was
that ‘the genius of the more erudite alumni of our Oriental Colleges
would be in time so far developed as to induce a comparison bet-
ween the systems and the interpretations of ancient India and
modern Europe/ So far as this goes, the horizon of the future is
still peopled with shadows in the clouds. The G.O. on the Educa-
tional Report of 1848-49 mentioned ‘the endeavor to work upon the
minds of the Sanscrit Students through the medium of their own
literature’; in 1849-50, it remarked ‘the expectation of important
results from the system pursued;’ in 1850-51, ‘the preparation of
various works con nected^ with the Sanscrit language and philosophy;*
in 1851-52, ‘the unabated efforts to impart knowledge and enlighten-
ment to the learned classes of the Hindoos/ But at this date I am
unable to discover that the ‘erudite alumni’ have rvorked any good
in their day and generation. Even if Sanscrit be regarded as the
parent stock from which the Vernaculars of India gather vigor of
expression, it does not appear that the study of Sanscrit now has
any appreciable effect on the Vernaculars of the North-Western Pro-
vinces, or that it has been a spur to literary enterprise. ‘During the
1st Quarter of 1863 only three new books were published at Benares,

244 SELECTIONS FROM EDUCATIONAL RECORDS

One of these was an Almanac; another Extracts from the Qoran, for
beginneis; and the other a book of poetry, composed a long time
ago by the grandmother of the Joint Inspector. No new books were
published in the 2nd Quarter, and only two during the 3rd and 4th/

“It is a pleasure to report progress, and the realization of well-
considered pi arts, but it is none the less my duty to point out failure
and disappointment; and surely it is hopeless to look for valuable
results bom a system of teaching in which (to use the words of an
able essayist on this subject in 1853) ‘the Teachers' functions are
transacted upon the principle that the theories which he expounds
claim, both from himself and his disciples, the most exact submis-
sion and implicit credence: that upon them all the offices of reason
and of judgment must be abandoned, and that beyond them every
motive to investigation ceases. The extremest evils, both of lethargy
and superciliousness, become inevitable/ "

Madras

283. In Madras the only Oriental Institution is the Madrissa-i-
Azam. The following extract from the Education Report of 1858-59
refers to a re-organization carried out in that year:—

‘Arrangements were made during the past year for re-organizing
the Madrissa-i-Azam, an Institution which was established by the
late Nawab of the Carnatic for the instruction of the Mahomedan
population of Triplicane, and which has been adopted as a Govern-
ment Institution. It was found, on inspection, to be in a very
inefficient condition; the attendance, though large, was extremely
irregular, seldom exceeding one-half of the number of pupils nomi-
nally on the rolls. The amount of useful instruction imparted was
extremely limited. The business of the Institution, like that of its
name sake at Calcutta, was teaching the Arabic and Persian lan-
guages, and the doctrines of the Mahomedan religion. All this has
been altered. An efficient Master has been placed at the head of
the School; and the Teachers generally have been replaced by more
competent men, only two of the former staff having been letained.
The course of instruction has been arranged on the model of that
prescribed for the other Government Schools; Hindoostani being
made Mu; medium of instruction in the lower classes, and English
in the higher, and English being taught in all. The Institution was
opened on its new footing on the 1st May last; and, notwithstanding
the enforcement of a more strict system of discipline, and

ORIENTAL CLASSICAL LANGUAGES AND ORIENTAL INSTITUTIONS

alterations in the course of instruction, which are naturally distaste-
ful to the Mahomedans, the number of pupils has already risen to
.240, who attend with very tolerable regularity."

•>84 In pointing out the difficulties attending the working of
■this’lnstitution, the Director of Public Instruction made the follow-
ing remarks in his Report of 1863-64:-

"l he difficulties attendant upon Mussulman education are much
greater than those pertaining to the instruction of Hindoos; one of
the principal is the advanced age at which Mahomedan lads com-
mence their studies, another is the number of languages of winch
it is either necessary or desirable for them to obtain a knowledge.
When a foreign language has to be acquired, i's study should be
commenced in early youth. In the case of the Mussulmans however
this is not done, and the consequence is the obstacles in the way of
success are greatly multiplied. Also, while a Hindoo has only Eng-
lish and a single Vernacular to master, a Mahomedan youth attempts
to combine the study of English, Tamil, or Telugu, Hindoostanee
and Persian. Having regard to the circumstances mentioned, the
progress of the Madrissa may be termed decidedly satisfactory;
although, compared with the best among the Zillah Schools, it

285 .

tution

The same difficulties exist still; but c.i the whole the Insti-
seems, if any thing, to be gaining ground, if we may judge

from the following figures:

Number of Students of
the Institution who
Pupils passed the Matri-
culation Examination

^63-64
i 864-65
1 S 65-66

238

229

297

The following remarks regarding the Institution are taken
from the Education Report of 1865-66:—

“The Madrissa-i-Azam, which is an Institution for Mussulman
lads alone, ranks with Zillah Schools, and is commonly included 10
their number. The results of the Inspects examination were not
altogether favorable; and the numerical weakness of the senior
classes, which involved as a consequence the expenditure of the

2 4 6 SELECTIONS FROM EDUCATIONAL RECORDS

labor of the senior and best paid Teachers upon a comparatively
small number of boys was a matter for regret. At the same time,
in trying to raise the Standard, a weak class has often to be allowed
to exist temporarily; what is requisite is that, if the Standard aimed
at be found too high for the circumstances of the case, a lower one-
should be adopted. I trust, however, that the progress of Mussul-
man education will be such as to prevent any lowering of the
Standard aimed at in the Madrissa. From this Institution six pupils
went up to the Matriculation Examination, of whom three passed.''

Bombay

287. In Bombay the Poona College was originally a Brahmin
College for the cultivation of the study of Sanscrit. I may repeat
here the account of it already given under the general head of
Colleges:—

“On the occupation of the Deccan by the British Government
in 1818, it was found that a certain portion of the revenues of the
Maratha State had been yearly set apart for pensions and presents
to Brahmins (Dakshina). To prevent hardship and disappointment,
and to fulfil the implied obligations of the new Rulers, the British
Government continued these payments; but, as the pensions and
allowances fell in, they resolved, while maintaining the same total
expenditure, under the name of the Dakshina Fund, to devote a
portion of it to a more permanently useful end, in the encourage-
ment of such kind of learning as the Brahmins were willing to culti-
vate. With this view the Poona College was founded in 1821, as a
Sanscrit College, exclusively for Brahmins.

“In 1837 some branches of Hindoo learning were dropped; the
study of the Vernacular and of English was introduced, and the
College was opened to all classes; and, after having been amalgamat-
ed with the English School in 1851, it arose in its present form ir
1857, by a separation of the College division from the School divi-
sion. From another portion of the Dakshina Fund Dakshina Fellow-
ships have been founded, of which four, viz., one Senior Fellowship
of Rupees 100 per mensem, and three Junior Fellowships each of
Rupees 50 per mensem, are attached to the College.”

288. The following remarks respecting the Sanscrit branch of the
Poona College are taken from Mr. Howard’s pamphlet of 1865-

ORIENTAL CLASSICAL LANGUAGES AND ORIENTAL INSTITUTIONS 247

They relate to the comparatively recent re-organizations carried
out:—

“The ‘Sanscrit Department’ was marked for a root and branch
reform.

* # * * # #

“I have mentioned the Sanscrit Department of Poona College.
This consisted of a crowd of half naked Brahmins, mostly beggars,
taught by Pundits on the indigenous system. Tne pupils were
either stipendiary scholars or free. They learned nothing but
Sanscrit, and that not well. Most of them became priests after
leaving College. Their Teachers, the ‘Shastrees’, were ignorant o£
all human knowledge save the ‘Shastra’ professed by them. They
were also arrogant and obstructive. They had as little notion of
order or discipline as they had of literature or science. No learned
hook, or philological tract or critical reprint ever proceeded from
Poona College. When a descriptive catalogue of the Sanscrit manus-
cripts in the library was asked for, the Shastrees simply confessed
that they did not know how to make one. After some hesitation it
was resolved to abolish a department which seemed a standing pro-
test against all the other reforms introduced into Poona College.
The remaining pupils were merged in the ‘English’ Department and
the Shastrees were bid to teach Sanscrit to all comers in the College
and School. They refused to instruct in the sacred language any
but Brahmins, and were put on half pay. A native of liberal ideas
and European knowledge was set to direct the Sanscrit studies, which
henceforward were to be pursued not in the spirit of Brahminical
theology, but as a branch of general learning. Finally, in the
following year, a German Orientalist was brought from Europe as
permanent Professor of Sanscrit.

“Dr Martin Haug, known chiefly by his researches in Zoroast-
rian antiquities, came to India in November 1859, and at once joined
the College at Poona. He has the honor of organizing, almost of
creating, a genuine study of Sanscrit in Western India. His original
investigations into Vedic and Zend antiquity, carried on side by
side with his teaching, gave him importance among even the Pundits
and the Dasturs. The English bred Natives gladly accepted the
methods of scientific philology. Among Dr Haug’s pupils are men
who combine the accumulated knowledge of the Pundits with the
critical acumen of the European Philologist. One of these scholars,
a Maratha Brahmin, in 1863 took University Honors in ‘Languages*
of which one was Sanscrit, the second being English.

s i *: lkctj ions i ro \ r eim ; gat i o n a i . r e ( o r i >s

.^48

“In February 1863 ano her learned German, Dr. George Buhler,
was appointed Sanscrit Professor in F.l pin ns tone College. Previously
the Duxina Fellows and a Shastree had taken the Sanscrit Classes
in this class.

“Sanscrit is now taught in the Vernaculai Colleges and manv
Schools, English and Vernacular. I believe that the Hindoos are
much gratified by finding their ancient language again in honor. A
reflex result Ins been to diffuse a taste for Sanscrit among the
people of Western India. I have before me a rather remarkable
proof of this result. In the last monthly catalogue of oriental
literature on sale at a London publisher's, I find a list of forty-six
Sanscrit Works all printed in India. Of these twenty five come from
Calcut a, Benares and other places, and all the rest from either
Bombay or Poona.’*

289. The following account of the spread of the study of Sanscrit
in Bombay is taken from the Director’s Report for 1865-66;-

“Great impulse has been given of late to the study of Sanscril
in this Presidency— firstly, by the excellent Professors of the language
in Elphinstone and Poona Colleges; secondly , by the University rule
requiring this or some other classical language to be brought up for
the Arts Examinations; thirdly , by the foundation of the Bhugwan-
dass Purshotumdass Sanscrit Scholarship for Bachelors of Arts;
fourthly , by the publication of a First Sanscrit Book by Mr. Ram-
krishna Gopal Bhandarkar, M.A.; fifthly, by the liberality of
Mi Vinayakrao Sunkersett, who has recently founded two annual
Sanscrit Scholarships, styled, in honor of his late father's memory,
the Juggonath Sunkersett Scholarships, which are to be contended
for in connection with the University Matriculation Examination.
Soon every High School in this department will be a School fpr
Sanscrit Scholarship. And this will be a great advantage, for
Sanscrit studied according to the European method, and in conjunc-

with English, cannot fail to strengthen the minds of Native
students.

“In connection with this subject, I beg to call attention to a letter
from Professors Buhler and Kielhom (subjoined in Appendix H,
page 196), proposing a series of Sanscrit Classics to be brought out
by themselves and by Native Sanscritists under their superin ten
dence. I his excellent proposal is now being carried out, and ii
will, I trust, result in furnishing us with good and cheap texts of
Sanscrit Classics to be used in our High Schools and Colleges, and
possibly to be adopted by educational institutions elsewhere.”

ORIENTAL CLASSICAL LANGUAGES ANO ORIENTAL INSTITUTIONS 2^9

Punjab

290. Before passing from this subject, I may refer to the
movement which recently took place in the Punjab, on the part of
the Native nobility and gentry of Lahore, towards the introduction
of a scheme for encouraging and directing the progress of Oriental
Literature and Science. The best reference to the movement in
-question will be an extract from the reply of the Lieutenant Gov-
ernor (Sir Donald McLeod) to the address of the Native nobility.
The reply was given in February 1866, and the following extract
will show something of its natuie: -

“It is with no ordinary satisfaction that I have received from
the hands of Dr Leitner your address regarding the scheme which
you have devised, and have partially set on foot, for encouraging
and directing in this Province the progress of Oriental Literature
and Science, and the spread of knowledge through the Vernaculars
—I have felt greatly gratified to find that the few words addressed by
me to the Director of Public Instruction have been taken up, and
the views which I urged in them expanded by you, with an earnest-
ness and cordiality which I had no right to expect for them. Your
learned and truly sympathizing friend and adviser, who has come
some hundreds of miles to deliver your address, and communicate
your feelings and desires. lias had the benefits, not only of drawing
largely from the founts of European knowledge, but of mixing much
and freely with Oriental races in other lands, whereby he has been
enabled to discriminate all that is calculated to be unsuitable or
distasteful to you, from what may be turned to good account, and
likely to prove, if judiciously worked out, of the highest value. I
feel very grateful to him for having thus apprehended, and pointed
out to you the way, and to you for having thus far so generously
and so heartily followed it.

“Some among you may doubtless be aware, though all of you
cannot be so, that in 1835 A.D., under the auspices of Lord Wil-
liam Bentinck, the Governor General of India, the rules and
piinciples to be followed by Government and its Officers, in the
work of education, were placed on a new basis. Amongst those
who were the main advisers and promoters of this measure, are to
be found the names of Macaulay, Trevelyan. Duff, and others well-
known as amongst the most enlightened and earnest friends of the
Natives of Hindoostan. Dissatisfaction was justly felt and avowed
by them at the meagre results which had previously been attained
by efforts made to convey instruction to the people through the

2 5° SELECTIONS FROM EDUCATIONAL RECORDS

Ia ng uages of the country; and it was determined that thenceforth
the English language should be chiefly relied on as the means of
imparting to our subjects in this land the knowledge of the West.

“Up to that time no serious effort had been made to employ
those languages as a mediium for imparting the knowledge which
European nations most value, so that it is no matter for surprise
that such dissatisfaction should have been felt. But there were at
t e time not a few who were of opinion that the scheme of educa-
tion then determined upon was too exclusive, as well is practically
ungenerous, from omitting and decrying all that you value the
most. And although great progress has undoubtedly been made
since then, many distinguished and enlightened scholars have been
raised from amongst your countrymen, and the desire for education
has greatly increased on every hand, there are now a still larger
number amongst us, and I must avow myself to be one of this
number, who consider that the results which have been attained show
that opinion to have been correct, inasmuch as notwithstanding
some brilliant exceptions, the great bulk of our scholars never attain
more than a very superficial knowledge, either of English or of the
subjects they study in that language, while the mental training
imparted is, as a general rule, of a purely imitative character ill-
calculated to raise the nation to habits of vigorous or independent
thought. r

“It appears indeed evident that, to impart knowledge in a foreign
tongue must of necessity greatly increase the difficulties of educa-
tion. In England, where the Latin and Greek languages are con-
sidered an essential part of a polite education, all general instruction
is conveyed, not in those languages, but in the Vernacular of the
country; and it seems difficult to assign a sufficient reason why a
different principle should be acted upon here. It was doubtless
hoped, by the eminent men who inaugurated the revised arrange-
ments, that as youths were sent forth from our Collegiate Insti-
tutions, thoroughly imbued with a taste for the Literature, Science
an Art of other lands andi gifted with superior attainments in these*
they would devote themselves to facilitating the path for their
e low-countrymen; and that a Vernacular Literature of a superior
ordp would thus spring up. But the necessity for creating such
a Literature does not appear to have been practically kept in view
and it is an undoubted fact that, up to the present time, as regard^
Oordoo and Hmdee the Vernacular languages of Upper India,
little or no progress has been made towards the attainment of this
end'. So that your countrymen have as yet no means afforded them

ORIENTAL CLASSICAL LANGUAGES AND ORIENTAL INSTITUTIONS 25^

of acquiring in their own languages, some fair portion at least of
that knowledge of which such abundant stores exist in the languages
of the West.

“Nor do I feel at all hopeful that anything like a vigorous, Ori-
ginal, or copious Vernacular Literature will be produced within
our generation, unless very special efforts be made for securing this
end. While the system now in force appears to me but ill-adapted
for such a purpose, the amount of time which is necessary to devote
to the various subjects studied in our Schools, where these are taught
in the English language, leaves but little time for perfecting our
pupils in their knowledge of that language itself. Many parents
have complained to me of this as regards their sons; and it cannot
be denied, at least as far as this Province is concerned, that a really
good English scholar is but rarely produced, even from amongst
those who have matriculated at the University. Vigorous mental
training appears to be but little aimed at; while the youths who are
attracted to our Schools or Colleges, are for the most part those
who desire only to qualify themselves for public employ, or to
acquire a colloquial knowledge of English, seldom or never includ-
ing youths of those classes who are used to devote themselves wholly
to the cause of learning.

“And this brings me to the defect, which I myself more especially
deplore, in the system of instruction at present almost exclusively
followed, viz., that it has tended, though not intentionally, to
alienate from us, in a great measure, the really learned men of your
race. Little or nothing has been done to conciliate these, while the
Literature and Science which they most highly value have been
virtually ignored. The consequence has been that the men of most
cultivated minds amongst our race and yours have remained but
too often widely apart, each being unable either to understand or
to appreciate the other. And thus we have virtually lost the aid
;andi co-operation of those classes who, I feel assured, afforded by far
the best instruments for creating the Literature we desire. This
is, in my opinion, very much to be lamented; and where a different
policy has been pursued by individuals following the bent of their
own instincts, and striving to attain a better knowledge of those
by whom they are surrounded^, I have myself witnessed the most
remarkable and gratifying results.

##*###*

“I by no means intend, however, by what I have said above that
the study of your own classic authors should be your end and sole aim

SELECTIONS FROM EDUCATIONAL RECORDS

252

in the educational measures you may devise for your fellow-coun-
trymen; hut I desire to direct your attention to their works, because
they have been almost wholly overlooked in existing Educational
schemes, and because I am convinced! that, if rightly employed,
they will prove a most important addition to the means of mental
culture at present employed. I know how deeply you value and
revere these, and respond to any appreciation of them by others.
I know that they contain much that is of great value, and I know
too how admirably adapted many of them are for training the minds
of youths to vigorous habits of thought.

M I think it premature to discuss at the present time, and in this
place, some of the measures urged in your address, such as conferring
on your Institutions authority to grant diplomas, degrees, etc., and
giving the preference for Government employ to those applicants
who may be thus distinguished. But as your arrangements become
more matured, we may hope that such points will be adjusted in a
manner satisfactory to vou, and that every reasonable concession will
be gladly made by those with whom the power rests. There are,
however, a few points to which it is necessary that I advert before
concluding this reply.

“First — You request that your principal Educational Institution,,
or whatever designation may be ultimately determined for it, may
be honored by the patronage of Her Majesty the Queen of England.
And on this point, all that I can promise is that so soon as your
proceedings shall have become further advanced, and one or more
Institutions shall have been established on approved principles, I
will submit your reauest for the favorable consideration of the
Supreme Government, with a view to its transmission to the Right
Honorable the Secretary of State for India, and submission by him,
should he deem this fitting, for the consideration of Her Most
Gracious Majesty. The hearty and effective manner in which His
Excellency the Viceroy has spontaneously evinced his approval of your
project, affords sufficient guarantee that you will have his cordial
support, and none of you can doubt with what deep interest Her
Majesty regards all that may conduce to the benefit of her Indian
siibjecs.

“Secondly . —You request me to secure, as far as possible, the
pecuniary aid of Government in the form of an equivalent to the
entire amount of donations collected from private parties, and a
grant-in-aidi equal ^ the amount of annual subscriptions. The
Returns which accompany your address show that, at the time of its.

SCHOLARSHIPS

253

preparation, donations amounting to Rupees 8,138 ^ Jp^Lised
Options aggregating Rupees 7,181 per annum, had been ptomtsed.

Thes* are large amounts; and as the above include • y
Option, „! HU Excellency the Viceroy, and Hi. "ighnen ^
of Kaopurthulla, with the contributions of the commu
Lahore' and UmtiBur, while other localities have
their desire to co-operate, larger sums may be looked for a you
Proceedings becomemore generally known. Whether it will be
possible for Government to supplement all the income thus derived
from private sources I cannot undertake to say, but I have .nte
in the^ Budget for the coming year, on this account, such a sum as 1
has appeared to me reasonable to propose; and 1 venture to ^ent eUai
a confident hope that, for the encouragement of educ^ efi m
so entirely in accordance with the views set forth in tne ^catmnal
Despatch of 1854, on which all grants-in-aid are based the Govern-
ment will gladly concede such amount as the state of tire finances
may permit, without impairing the direct operations of Government
through its own Educational Insntuuons.

-lastly - You urge that the fixed endowment of your Institutions
mav be allowed to take the form of a Jaghire, yielding a yearly income
equal to the interest of the aggregate donations of the public v
Government equivalent. I am not aware why a Jagmre should be
nreferred as l endowment to an investment in the Promissory
Notes of Government, or other suitable Secmities. ie P
Government has frequently expressed a strong disinclination o
make over to a jaghirdar, who has not heretofore held then Lmds
of which the proprietorship belongs to other parties, and although
the same objections might not perhaps exist, to conferring a ne>v
T a oh ire on an educational body, which could have no concern with
its°management, and would simply enjoy the yearly revenues, it is
not apparent to me what special advantage could result from sue 1
an arrangement, while it might in some respects prove inconvenient
to the grantees themselves. If, however, any definite and well con-
sidered proposal to this effect be hereafter submitted, I shad be
prepared to give it my careful attention.

SECTION VIII

Scholarships

291. The system which the Home Government recommended for
introduction in 1854 is briefly sketched as follows in the Despatch
of that year:—

“The system oi luce and Stipendiary Scholarships, to which we
have already more than once referred as a connecting link between

SCHOLARSHIPS

255

2 54 SELECTIONS FROM EDUCATIONAL RECORDS

the. different grades of Educational Institutions, will require some
revision and extension in carrying out our enlarged Educational
plans. . We wish to see the object proposed by Lord Auckland in
1839, of connecting the Zillah Schools with the Central Colleges,
by attaching to the latter Scholarships to which the best Scholars of
the former might be eligible,’ more fully carried out; and also, as
the measures we now propose assume an organized form, that the
same system may be adopted with regard to Schools of a lower
description, and that the best Pupils of the inferior School shall be
provided for by means of Scholarships in Schools of a higher order,
so that superior talent in every class may receive that encouragement
and development which it deserves. The amount of the Stipendiary
Scholarships should be fixed at such a sum as may be considered
sufficient for the maintenance of the holders of them at the Col-
leges or Schools to which they are attached, and which may often
be at a distance from the homes of the Students. We think it desir-
able that this system of Scholarship should be carried out, not only
in connection with those places of Education which are under the
immediate superintendence of the State, but in all Educational
Institutions which will now be brought into our general system.”

292. I now proceed to notice the system of Scholarships in force
in each Presidency and Province.

Bengal

^.93. The Bengal Scholarships are open to competition not only
to Government but to Private Institutions, as will be seen from the
following Extract from the Bengal Report of 1863-64:-

“I 11 Bengal the Government Scholarships of every description
have, for some years, been thrown open on equal terms to all Edu-
cational Institutions, Government and Private, without exception.
The lemoval of all restrictions in the competition for the public
rewards of successful study has proved no less beneficial in practice
than it is theoretically correct and just in principle, for open com-
petition effectually stimulates emulation among the Schools and
Goheges of all classes and affords an indisputable test of their com-
parauve efficiency, while it cuts away the grounds for dissatisfaction
\ K c PnVate Instltu£ ions must naturally and reasonably feel when
tfiey find themselves debarred from the substantial rewards bestowed
on approved proficiency in Institutions under Government control.
Amongst the various measures adopted for spreading Education and
-improving the character and standard of instruction in Schools of

all classes, the Scholarships system must be regarded as second to
none in practical efficacy, and a further extension of it would, I
believe, be attended with advantages fully adequate to the conse-
quent outlay.”

294. The several grades of Scholarships in Bengal are as follows:—

I. Vernacular Scholarships — Of these 225, or about 10 in each
District, are annually open to competition among the Pupils of Ver-
nacular Schools who may wish to continue their studies in Higher
Class Schools. The Scholarships are worth Rupees four per mensem,
and are tenable for four years in Higher Class Schools. A similar
number (225) of Scholarships are annually available for such of the
Pupils of Vernacular Schools as may wish to qualify themselves as
teachers. These Scholarships are tenable for one year in Normal
Schools, or in Zillah Schools, where arrangements can be made for
their proper training.

II. Minor English Scholarships - The Scholarships mentioned
above being restricted to pupils of Vernacular Schools, it was deemed
advisable to offer some similar encouragement to Pupils of Middle
Class Anglo-Vernacular Schools who might wish to continue their
studies in Higher Class Schools. To meet this want 200 Scholarships
of Rupees five per mensem each were instituted in 1864-65. Of these
100 are available annually, each Scholarship being tenable for two
years. They are held in English Schools of the Higher Class, the
standard of examination being so fixed that successful candidates
should be sufficiently advanced to be able to pass the University
Entrance Examination at the expiration of their Scholarship term.

III. Junior Scholarships These are for Under Graduates study-
ing for the First Arts Examination. The Rules, as revised in
February 1865, are given below:—

“One hundred and sixty Junior Scholarships are open annually
to be competed for in the University Entrance Examination by
candidates educated in any School in the Lower Provinces of Bengal,

“2. These Scholarships are of three grades-ten of the first grade
with Stipends of Rupees (18) eighteen per mensem— fifty of the second
grade with Stipends of Rupees (14) fourteen per mensem— and a
hundred of the third grade with Stipends of Rupees (10) ten per
mensem.

125 D of A— 17

256

SELECTIONS FROM EDUCATIONAL RECORDS

SCHOLARSHIPS

257

“3. With the sanction of the Director of Public Instruction, a
Junior Scholarship may be held at any one of the ‘affiliated' Colleges
which may be selected by the holder.

4 ‘4. Each Scholarship is tenable for two years, provided that due
progress, under a Collegiate course of instruction, is regularly made
by the holder— a certificate of the fact being submitted, at the end
of the first year, by the Principal of his College.

“5. The holder of a Junior Scholarship in a non-Government
Institution is liable at any time to be examined by twc/ persons
appointed by the Director of Public Instruction, and approved by the
Principal of the College to which he belongs, and, on proof of un-
satisfactory progress, may be deprived of his Scholarsnip.

“6. No candidate is eligible who did not study for the last twelve
months at least in the School to which he belonged at the time of
presenting himself at the Entrance Examination.

“7. The ten Scholarships of the first grade will be awarded to the
ten candidates who obtain the greatest number of marks in the
Entrance Examination.

“8. The fifty Scholarships of the second grade are reserved for

The Hooghly Circle includes —

Howrah, Hooghly, 24-Pergunnahs, Baraset,
Midnapore, and the Province of Orissa

TheKishnaghur Circle includes —
Nuddea, Burdwan, Jessore, Pubna, Beer-
bhoom, Bancoorah, and Puruliya

The Berhampore Circle includes —
Moordisdabad, Rajshahi, Maid ah, Dinaipur,
Darjeeling, and the Province of Behar
The Dacca Circle includes —

Dacca, Fureedpore, Bograh, Burrisal, Chit-
tagong, Tipperah, Sylhet, Cachar, Khasia,
Mymensing, Rungpur, and Assam

The Calcutta Circle includes —

The Town of Calcutta only

their names appear in the first Division.

Schools situated within
the five Collegiate Circles
of Calcutta, Hooghly,
Kishnaghur, Berhampore,
and Dacca— ten Scholar-
ships for each Circle-
arid will be awarded to
the ten highest candi-
dotes from each who do
not gain Scholarships of
the first grade, provided

9. Fifty Scholarships of the third grade are similarly reserved
for the five Collegiate Circles-ten for each Circle-and will be
mprded to the ten highest candidates from each who do not gain
^fcholarships of the first or second grade, provided their names appear
either in the first Division or in the upper half of the second
Division.

“10. The Scholarships not taken up under the two preceding
Rules by the Circles for which they are reserved will be awarded
to candidates from the general list in order of merit, piovided they
reach the prescribed standard.

“11. The remaining fifty Scholarships of the third grade will
be awarded, at the discretion of the Director of Public Instruction,
to candidates who pass the examination, and appear deserving of
reward and encouragement, although they may fail to reach the
standard prescribed in the foregoing Rules.

“12. The holders of Scholarships in all Government Colleges
are required to pay the usual monthly fees which are levied from
other students, provided always that no Scholarship-holder shall be
required to pay a higher fee than Rupees (5) five per mensem.

IV. Senior Scholarships .— These are for Under-Graduates who have
passed the First Arts Examination, and continue their studies for
the B.A. Degree.” *

I give below the present Senior Scholarship Rules:—

“Twenty-four Senior Scholarships are open annually, to be com-
peted for in the First Examination in Arts by candidates educated
in Colleges affiliated to the University of Calcutta.

“2. These Scholarships are of two grades-nine of the 1st grade
with Stipends of Rupees (32) thirty- two per mensem, and 15 of the
2nd grade with Stipends of Rupees (27) twenty-seven per mensem.

“3. With the sanction of the Director of Public Instruction, a
Senior Scholarship may be held at any one of the ‘affiliated' Colleges
which may be selected by the holder.

“4. Each Scholarship is tenable for two years, provided that due
progress, under a Collegiate course of instruction, is regularly made
by the holder-a certificate of the fact being submitted at the end
of the first year by the Principal of his College.

“5. The holder of a Senior Scholarship in a non-Government
Institution is liable at any time to be examined by two persons
appointed by the Director of Public Instruction, and approved by the
Principal of the College to which he belongs, and, on proof of un-
satisfactory progress, may be deprived of his Scholarship.

“6. Second-year students alone are eligible, i.e. y those students
who passed the Entrance Examination two years before presenting
themselves for the First Examination in Arts.

258

SELECTIONS FROM EDUCATIONAL RECORDS

“7. The nine Scholarships of the 1st Grade are open generally
to all 'affiliated* Institutions without restriction, and will be awarded
to the nine Candidates who obtain the greatest number of marks
in the First Examination in Arts.

“8

The fifteen Scholarships of the 2nd grade are reserved for

The Hooghly Circle includes —

the 'affiliated* Institutions
situated within the five

Howrah, Hooghly, 24 — Pergunnahs, Baraset,
Mid na pore, and the Province of Orissa

The Kishnaghur Circle includes —
Nuddea, Burdwan, Jessore, Pubna, Beer
bhoora, Bancoora, and Puruli(ya

The Berhampore Circle includes —
Mocrshedabad, Rajshahi, Maldah, Dinajpur
Darjeeling, and the Province of Behar
The Dacca Circle includes —

Collegiate Circles of Cal-
cutta, Hooghly, Kishna-
ghur, Berhampore and
Dacca-three Scholarship?
for each circle— and will
be awarded to the three
highest Candidates from
each Circle who do not

Dacca, Furreedpore, Bogra, Burris:
tagoang, Tipperah, Sylhet, Cachar,
Mymensing, Rungpur, and Assam

The Calcutta Circle includes —
The Town of Calcutta only

as determined by the marks of tl

1, Chit- gain Scholarships of the
Khasia, 1st grade, provided their
names appear in the
upper two-thirds of the
list of passed Candidates,
e Examiners. No Candidate whose

place is lower than this will be entitled to claim a Scholarship.

"9. Scholarships, not taken up under the preceding Rule by the
Circles for which they are reserved, will be awarded to candidates
from the general list in order of merit, provided they reach the
prescribed standard.

“10. The holders of Scholarships in all Government Colleges are
required to pay the usual monthly fees which are levied from other
students.”

295. The Rules for Senior Scholarships will have to be modified
in January 1868, when a revised scale of Senior Scholarships recently
sanctioned will come into force. The total number of Scholarships
is to be increased 1 from 24 to 40, and to be of the following values:—

10 at Rs. 32
12 at „ 25

18 at „ 20

296. Besides the above there are the “Graduate Scholarships” or
Foundation Scholarships of the Presidency College. These appear to
be awarded annually. No description of them is given by the
Director in his Reports; but in 1865-66 seven were awarded to

SCHOLARSHIPS

259

Bachelors of Arts tenable for one year on condition of thel^prosecut
ing their studies for the M.A. Degree. The average value of them
was about Rupees 38 per mensem.

There are also special Scholarships for Sanscrit and Arabic and
for the Medical College. The following statement of Expenditure
on Scholarships in Bengal is given in the Report for 1865-66:—

Rs.

. 16,632

41,880

3,510 from Local Funds
5,856
4>032
956

. 28,670

14.564

Total 1,16,100
North-Western Provinces

297. In the North-Western Provinces, there are two classes of
Scholarships, as follows:—

(1) Junior Scholarships — Rupees 5,600 per annum has been
sanctioned for these Scholarships. They are worth Rupees three
each per mensem, and are given to Pupils of Tehseelee and Anglo-
Vernacular Schools selected by the Inspectors on condition of their
proceeding to one of the Boarding House Colleges in the North-
Western Provinces to pursue their studies. They appear to be
tenable in some cases for three years, and other cases for one year.

(2) Scholarships for the three Upper Classes of the Schools
Their value is from Rupees four to Rupees eight each per mensem
They are awarded on the result of an examination by a Board of
Examiners. They appear to be tenable only for one year.

(3) Senior Scholarships — These axe for students pursuing their
studies in College after passing the Entrance Examination, First
Arts Examination, or B.A. Examination. There are no specific
Rules fixing their number or the period for which they are tenable.
They vary in amount from Rupees 10 to Rupees 25. In 1886, the
allotments for such Scholarships numbered 37.

Senior Scholarships

Junior „

Graduate „

Arabic „

Sanscrit „

Minor English „

Vernacular „

Medical College „

26 o

SELECTIONS FROM EDUCATIONAL RECORDS

SCHOLARSHIPS

298. The total expenditure on account of Scholarships in the
North-Western Provinces for 1865-66 was Rupees 17,962. There is
a great want of specific information respecting the Scholarship
system of the North-Western Provinces, which probably arises from
the absence of any specific Rules or Regulations respecting the
number and value of the Scholarships of each class available annuallyy
the period for which they are to be tenable, and the conditions under
which they are to be awarded.

Punjab

299. In the Punjab there are two kinds of Scholarships, as
follows:—

(1) Scholarships given to pupils of Zillah Schools as rewards and
encouragements to continued study.— Of late years the Director of
Public Instruction has confined these Scholarships as much as
possible to pupils who, having completed their course in an inferior
School, proceed to a Higher School to continue their studies. The
total nuyiber of such Scholarships in 1865-66 was 215, of an average
amount of about Rupees 2-12 each per mensem.

(2) Scholarships given to Matriculated students continuing their
studies in Colleges.— When the two Colleges at Delhi and Lahore
were established, an allowance of Rupees 100 each was sanctioned
for Scholarships. The Punjab Director asked that this amount
might be doubled, his idea being that every student who attended
College should have a Scholarship; and that, if this were not given,
all, or nearly all, the students not getting scholarships would
disappear. As a temporary arrangement it has been decided to
allow one Scholarship for every three students attending the College,
the value of such Scholarships corresponding to the average value
of the Junior and Senior Scholarships in Bengal.

Madras

500. Nothing is said about Scholarships in the Madras Report
for 1865-66. The following extract from the Report of the previous
year may be given:—

“Para. 278.— The bulk of the expenditure on Scholarships con-
Scholarships tinues to be in connection with professional

training, either in Normal Schools or in the
Lower Departments of the Medical and Civil Engineering Colleges.
To meet, however, the increase in the number of matriculating

261

students, 15, instead of as last year 10, Scholarships of Rupees 10
per mensem were offered for competition at the Matriculation
Examination in February 1865, and provision was made by an
increase to their stipends for the incitement of Scholarship-holders
to secure a place in the Higher Class at the First Examination in
Arts. The Rules laid down regarding the Scholarships are sub-
joined:—

“1— Every candidate must be a pupil in some Institution.

"2— At the time of Examination, the age of a candidate must not
exceed 19 years.

“3.—' The candidates must obtain places in the 1st Class at the
Examination; and they must further secure at least one-third
of the total marks assigned to the English language.

“4.—’ The candidates must engage to prosecute their studies up to the
B.A. standard, and to offer themselves for examination with the
view of obtaining the degree of Bachelor of Arts within three
years after their nomination to the Scholarships.

“5._As two years must elapse between the date of passing the First
Examination in Arts and that of attending the B.A. Exami-
nation, a student nominated to a Matriculation Scholarship will
forfeit it in case of his failing to pass the First Examination in
Arts within one year from the award of his stipend.

“6.— The Scholarships will be tenable for three years, supposing the
holders to pass the First Examination in Arts at the prescribed
time, and to conduct themselves in a satisfactory manner.

"7— The successful candidates must, if not already in one, enter
some College or School in which satisfactory provision is made
for educating students up to the B.A. standard.

“8.— In case of a Scholarship-holder obtaining a place in the 1st Class
at the First Examination in Arts, an addition of Rupees five
per mensem will be made to his stipend during the concluding
two years of his preparation for the B.A. Examination/’

301. From the Statistical Return appended to the Madras
Report of 1865-66, it appears that 149 Scholarships tenable in
Normal Schools were gained during the year, besides 24 free
Studentships in the same Institutions. Only eight Scholarships
appear in the list as tenable in Institutions for general education;
of these six belonged to the Provincial School at Combaconum,
and two to the Provincial School at Bellary.

262

SELECTIONS FROM EDUCATIONAL RECORDS

Bombay

302. There is a deficiency of recent information respecting
Scholarships in Bombay. The subject is not mentioned by the
Director in his Report, and the prescribed Statistical Table res-
pecting Scholarship-holders has been omitted from the Appendices.

303. It was in 1863-64 that a scheme of Scholarships or Exhibi-
tions to be held at High Schools by boys coming from other
inferior Schools to prosecute their studies was first fairly brought
into operation. In that year the Exhibitions of this class num-
bered 142, varying in value from Rupees three to Rupees 10 per
mensem each. The system appears to have worked well; it has
greatly increased the influence of High Schools by filling their
benches with boys from all parts of the country.

304. There are also College Scholarships in the Poona and
Elphinstone Colleges. The following extract from Mr Howard’s
Memorandum of June 1865 gives an account of the way in which
the College Scholarship system had of late years been re-organized:—

“The system of Scholarships and Free Studentships at each Col-
lege was re-organized. The funds were applied chiefly to the
purpose of encouraging the senior men to persevere through a full
College course. For instance, in Elphinstone College the Junior
Scholarships (first and second year) were reduced from 36 to 20;
the Senior Scholarships were raised from nine to 20. The 38
Scholarships of the Poona College, originally tenable for 10 years
each, and half of them held by School children, were by degrees
confined to the College classes, and sixteen were reserved for
young men who had already gone through two years of College
study. Free Studentships, which had been lavished too freely,
were retrenched. The effect of these measures was to clear each
College of many idlers, and to form a compact group of promising
senior students.

“At the same time annual examinations were set on foot for
junior and senior Scholarships according to printed standards. The
candidates for the former were for the most part also candidates
for College Entrance or Matriculation. The candidates for the
latter had completed two years at College. The Senior Scholar-
ship Examinations were to be conducted by persons not Professors
in the Colleges.*'

SCHOLARSHIPS 263

305. A brief notice may here be taken of the Duxina Fellow-
ships,” of which the following account is given in Mr. Howard’s
Memorandum

“Connected with the reform of the Colleges was the foundation
of a set of Native Fellowships and Tutorships. Since the co^
quest of the Dekkan the Bombay Government had, for political
reasons, continued the practice of the Maratha Court of granting
annuities called “Duxina” to Brahmins. The allowance applic-
able to this purpose was separately credited in the accounts of the
British Government. For some years, however, no new annuity
had been granted, and there was in hand an accumulated balance *
of the “Duxina Fund,” which was yearly increased by lapses on
the death or (sometimes) the misconduct of annuitants.

“In 1858 the Government gave their sanction to a scheme of
providing by means of the unexpended balance of Duxina, five
Senior and 10 Junior Fellowships, to be attached to one or other of
the Colleges on conditions mentioned in the Director’s Annual
Report for 1857-58. Two benefits were expected from this arrange-
ment First the young men elected Fellows-presumably the best
men of the University-would thus, like the Fellows of Colleges at
Home, be detained for a few years among the influences of a
learned life; and then they would supply to the Colleges the
Native tutorial element , the value of which the ablest European
Professors have often insisted on. There are now five Duxina
Fellows and Tutors in Elphinstone College and four in Poona Col-
lege. It has been stated, and it may be believed, that the founda-
tion has quite answered all reasonable expectations.”

Oude

306. In Oude there are only a few School Scholarships paid to
pupils in Zillah and Tehsil Schools from subscriptions, the aggre-
gate amount for 1865-66 being Rupees 1,079.

307. Six Under-Graduates in the Canning College received
Scholarships of Rupees 10 each per mensem from the College
Funds. A sum ofRupees 2,520 was sanctioned by the Government
of India for Scholarships in Oudte for the year 1866-67.

Central Provinces

308. Only Rupees 696 were spent in Scholarships in the Central
Provinces in '1865-66. They were allotted among the Zillah

264

SELECTIONS FROM EDUCATIONAL RECORDS

Schools; their value varying from one Rupee to eight Rupees each
per mensem.

The question of making further provision for Scholarships in
the Central Provinces has since been under consideration.

Mysore

309. There are no Scholarships in Mysore.

SECTION IX

Employment of Students in the Public Service

310. This subject is one which has obtained a considerable
amount of attention in some parts of
*See paragraphs 72-77, India, and was expressly referred* to by
Despatch of 1854 the Home Government in the Educational

of a ? 8 < 9 ^^ DeS Despatches of 1854 and 1859. In the
former Despatch allusion was made to a
Resolution of the Government of India, dated the 10 th October
1844, the object of which was to afford to educational measures
“every reasonable encouragement by holding out to those who have
taken advantage of the opportunity of instruction afforded to them
a fair prospect of employment in the Public Service, and thereby
not only to reward individual merit, but to enable the State to pro-
fit as largely and as early as possible by the result of the measures
adopted of late years for the instruction of the people/' The
Resolution had, it would seem, primary, if not exclusive, refer-
ence to ministerial appointments. Returns were directed to be
furnished by Educational Officers of “Students qualified for the
Public Service," and the Heads of Offices were enjoined to “omit
no opportunity of providing for and advancing the Candidates
thus presented to their notice, and in filling up every situation of
whatever grade in their gift to show them an invariable preference
over others not possessed of superior qualifications.”

311. It was observed in the Despatch of 1854 that the requisi-
tion for lists of meritorious students had failed, but that the object
in view would be attainable on the establishment of Universities
“as the acquisition of a degree, and still more the attainment
of University distinctions will bring highly educated young men
under the notice of Government.” In directing, therefore, that

employment of students in public service

265

the Resolutions in question should be revised so as practically to
carry out the object in view, the following Statement was made
of what that object was

“What we desire is that, where the other qualifications of the
candidates for appointments under Government are equal, a ^r-
son who has received a good education, irrespective of the place
or manner in which it may have been acquired, should be prefer-
red to one who has not; and that, even in lower situations, a
man who can read and write be preferred to one who cannot, if the
is equally eligible in other respects.

“76.— We also approve of the institution of examinations, where
practicable, to be simply a l nd entirely tests of the fitness of Candi-
dates for the special duties of the various Departments in which
they are seeking employment, as has been the case in the Bombay
Presidency. We confidently commit the encouragement of educat-
ed, in preference to uneducated, men to the different Officers who
are responsible for their selection; and we cannot interfere by
any further regulations to fetter their free choice in a matter of
which they bear the sole responsibility.”

312. In 1856 the Government of India passed a Resolution the
primary object of which was to lay down general instructions res-
pecting the ascertainment by examination of the qualifications of
such Uncovenanted Officers in the several branches of executive
administration as are entrusted with independent authority, and
empowered to exercise the functions of Covenanted Assistants in
either the Magisterial or Revenue Departments of the Public Ser-
vice,” but which also expressed a desire in respect of employment
in the lower grades “that all Officers having in their hands the
selection of persons for such employment may be guided by the
general principle of examining Candidates with a view to test their
general as well as special qualifications, and of giving the pre-
ference to those who are educated and well-informed over those
who are not when both are equally well-qualified for the special
duty required.”

313. In the Despatch of 1859 the Secretary of State communi-
cated the following remarks

It has long been the object of the several Governments to
raise the qualifications of the Public Servants even in the lowest
appointments; and, by recent orders no person can, without a
special report from the appointing Officer, be admitted into the

267

266 SELECTIONS FROM EDUCATIONAL RECORDS

service of Government on a salary exceeding Rupees six per men-
sem, who is destitute of elementary education; and elaborate
Rules have been framed, by which a gradually ascending scale of
scholastic qualification is required in those entering the higher
ranks of the Service. It may be anticipated that many years will
elapse before a sufficient number of educated young men are raised
up in India to supply the various subordinate offices in the Admin-
istration in the manner contemplated by the new Rules.”

314. I now proceed to the main object of this Section of the
Note, viz., to sketch the measures which have been taken in each
Presidency or Province for giving effect to the above principle, and
the result which has attended them.

Bengal

315. In Bengal the complaint of the Education Department has,
for many years, been that the orders of Government on this subject
had become a dead letter. But it will be seen, from the following
extract from the Bengal Report of 1865-66 that something has
recently been done towards enforcing the principle enunciated in
1855-56:-

“With reference to representations that have been frequently
made by this Department regarding the employment of uneducated
persons in the Public Offices in the Mofussil, the Lieutenant Gover-
nor has issued fresh instructions confirming with some amend-
j. „ f-o * meats the Resolution* of 30th January 1856,
for 1855 - 56 . which laid down the principles upon which

the admission of Candidates for ministerial employments in Mofus-
sil Offices is to be regulated.

“The main object of the Resolution was the encouragement of
education by giving preference to educated Candidates in the dis-
posal of all public appointments. But the orders of Government
on this subject having in most districts been forgotten or disregard-
ed, measures have now been taken to enforce the observance of
them; for which purpose some Rules of procedure have been passed
during the year, and circulated to all Heads of Offices. The most
important feature of these Rules is the check imposed by them on
the apprentice system which prevails in all Mofussil Offices. By
the orders of 1856 it was prescribed that no apprentice should be
admitted into any Office without the express sanction of the Head
of the Office. It has been further prescribed by the Rules now
circulated that not more than five apprentices shall be retained in
any Office, and that apprentices failing to obtain a paid appoint-
ment within five years shall not be retained in any capacity.”

EMPLOYMENT OF STUDENTS IN PUBLIC SERVICE

North-Western Provinces

316. In the North-Western Provinces also the Education Depart-
ment has, till recently, loudly complained of the disregard on the
part of Civil Officers of the Rules of 1856. In August 1864 the
Government of the North-Western Provinces ordered the submis-
sion annually by all Heads of Offices of a Statement showings
among other things, the place of education of all persons appoi**
ed to Government situations. From these Statements, the follow-
ing results were made out by the Director

1864

1865

Number

Departments

of appoint-
ments made

of persons
educated

of appoint-
ments made

of perons
educated

at Govern-

ment Schools

ment

taken

Schools

taken

Judical . . . j

’Revenue . . - j

Public Works

! 15

Police

1 6

Jail ....

1 7

Education

1 26

Total

142

102

1 48

From this, the Director observes, “it appears that in all Depart-
ments, “except Public Works and Education, the preference is
given to privately educated Students.”

Punjab

317. In his Report for 1863-64 the Director of Public Instruc-
tion, while admitting that the relatives of the Native Amlah, who
had served as apprentices, are almost invariably nominated to fill
vacancies, did not see his way to recommend more than that all
such Candidates should be required to show some knowledge in
history, geography and arithmetic. The Punjab Government,
however, went further and passed during 1865-66 Rules for the
examination of Candidates for Tehsildarships, Treasury and other
Clerkships, Pleaderships, etc.,— due weight being given to success in
the University Examinations. It is stated, in the Report above
alluded to, that the subject of an elementary examination of
Candidates for subordinate Government employ is still under the
consideration of a Committee.

268

SELECTIONS FROTVC EDUCATIONAL RECORDS

Madras

318. In Madras a scheme of Examination for all appointments
above the grade of Peon was promulgated in 1858, a copy of the
Rules and of the correspondence on the subject will be found in
Appendix F of the Education Report for 1858 59.

The enormous numbers who came up for examination, some of
them being quite unfitted for it, gave rise to several modifications.
A fee of Rupees 3—8 was levied from each Candidate; but it was
found necessary afterwards to raise it to Rupees five for the general
test, and to Rupees seven for the special test. The operation of
the gentral test has further been restricted to situations above
Rupees 25 per mensem.

These examinations are termed the “Uncovenanted Civil Ser-
vice Examinations/' and are under the charge of a Special Com-
missioner.

Bombay

319. In September 1866 the Bombay Government issued a Noti-
fication which contains the present Rules for regulating the admis-
sion of Candidates into the lower grades of the Public Service.
'These Rules are given below:—

“The following Rules for regulating the admission of Candidates
into the lower grades of the Public Service are published in super-
session of those issued in the Government Gazette of the 20th May
1852, and subsequently. These Rules apply to all appointments
in the Revenue, Judicial, Political, and other branches of the Ser-
vice above those of a menial character, and the salary of which
is Rupees 50 and under. The Rules do not apply to the Execu-
tive Police, or to persons nominated from the Executive Police to
other offices in the same Department. Special Rules already
exist for admission to, and promotion in, the higher grades.

“1. Hereafter no one will be eligible for employment, except:—

1st— Matriculated Students of the University, who are admis-
sible without further examination or certificate.

2nd .—' The holders of Certificates of Qualification from the
Educational Department.

EMPLOYMENT OF STUDENTS IN PUBLIC SERVICE 269

3rd .— The holders of certificates issued by a Committee held
in past years under the old Rules.

“II. The Certificates of Qualification to be given by the Edu-
cational Department will be of two classes: A 1st Class will certify

that the Candidate is qualified according to the Standard specified
in Appendix A, and will be a passport for admission into uglier
English or Vernacular offices.

“A 2nd Class Certificate will qualify a Candidate for admission
into a Vernacular office only, and will certify that he is qualified
according to the Standard specified in Appendix B.

“Certificates will be awarded in Government Schools at the time
of the annual inspection. 1st Class Certificates must be signed by
Educational Inspectors; 2nd Class Certificates by Deputy or Assist-
ant Deputy Inspectors. Each 1st Class Certificate must bear the
holder’s signature in English characters, and each 2nd Class Certi-
ficate must bear the holder's signature in Vernacular characters.

“III. Candidates from Schools not under Government inspection
must, on or before the 1st October in each year, make application
to the Educational Inspector of the Division, or to the nearest
Deputy Educational Inspector, according as they wish, for 1st Class
or 2nd Class Certificates. Arrangements will then be made for
their examination.

“IV. The Director of Public Instruction will publish quarterly,
in the Government Gazette, a List of the Candidates passed under
the respective Standards. From this List the nominating Officer will
make his selection; and if it be found that the number of Candi-
dates passed according to the Standards now prescribed is so small
as not to allow a field for selection, Government, on report being
made, will revise the Standards of Examination.

“V. Every one admitted into the Public Service in the manner
above described will enter, subject to the condition of passing an
examination in the special subjects of which a knowledge is requir-
ed in the Department.

“VI. The Rules for regulating the Departmental Examinations
will be sanctioned by Government, from time to time, as may be
deemed expedient.

“VII. No one is admissible into the Service under the age of 18;
and no one, except a matriculated Student of the University, will

270 SELECTIONS PROM EDUCATIONAL RECORDS

be eligible for promotion to a place of more than Rupees 30 inr
the English, or Rupees 20 in the Vernacular Departments, until
the expiration of three years’ service, unless the place to which he
is nominated be the lowest paid in the Office.”

Oude

320. There is no information as to the existence of any Rule&
or system for regulating the admission of Candidates for public
employ in Oude.

Central Provinces

321. In 1863 the Chief Commissioner of the Central Provinces
issued orders requiring all Candidates for subordinate public em-
ploy in which a certain degree of Scholarship was essential, as well
as all persons holding such situations, to be subjected to certain
tests by examination before being employed, confirmed in employ*
or promoted, as the case might be.

Two classes of certificates were arranged,— the one for passing
an elementary Examination in reading, writing, and arithmetic;
and the other for higher acquirements, including the knowledge of
a second language, and acquaintance with geography, Indian his-
tory, and arithmetic up to decimal fractions.

Since the promulgation of the above Rules, no less than 1,1 00
men have passed.

Mysore

322. The following paragraph from the Director’s Report of
1865-66 shows how matters stand in that Province:—

“Nearly all the Public Servants have been educated either in
the Government or Mysore Schools; and, though a formal system
of Examination has not been established as in Madras, Heads of
Offices have been requested to give the preference to educated Candi-
dates. Volunteers in Offices who have not finished their education
are no longer permitted, and the abolition of the practice has been
attended with beneficial results to the schools.”

SECTION X

English Language in Indian Education

323. The position of the English Language in relation to the
various grades of Schools in India is a matter of some importance*
In the Despatch of 1854 the Home Government intimated an opi-
nion that, for the conveyance of general education to the great mass
of the people, the Vernacular must necessarily be used as the medium,
while, for the conveyance of a high order of education in the science
and literature of Europe, it was equally necessary that the English
Language should be the medium . Reference was also made to the
evil tendency, which had shown itself more especially in the im-
mediate vicinity of the Presidency Towns, to substitute a study of
the English Language in place of the acquisition of general know-
ledge through the Vernacular.

Bengal

324. The Committee for the improvement of Schools iri Bengal
seem to express an opinion in their Report of 1856 that even in the
Government Zillah Schools some encouragement was given to this
tendency. Many of the Zillah Schools, professing to afford a high
order of education, and adopting English as the medium of con-
veying it, were, nevertheless, believed to be “really inferior Schools,”
and for these the Committee recommended a lower classification
and the adoption of the Vernacular as the medium of instruction.
But the direction in which the tendency was most observable in the
Committee’s opinion was that of the Grant-in-aid Schools, a large
class of which were the result of the growing desire for English
education, and were fitted only to meet the wants of those who
desired to obtain at a cheap rate, and without the inconvenience of
absence from home, “as much knowledge of English, and no more,
as is sufficient for becoming inferior Clerks, Copyists, Salesmen,
Hawkers, etc.”

325. The Committee were “unanimously of opinion that the
tendency of such Schools is to aggravate a very serious evil, viz.,
substitution of a very imperfect and inaccurate knowledge of English
with a still smaller knowledge of other things for that higher edu-
cation which, while giving full and accurate information of a prac-
tical kind, would at the same time strengthen the faculties of the
mind.”

125 Dir of Arch — 18

272 SELECTIONS FROM EDUCATIONAL RECORDS

326. It was stated some years ago by the Director of Public Ins-
truction, Bengal, that “to secure for their children a knowledge of
our tongue is the one object for which, as a rule, the people are
willing to pay, and for this they will frequently incur an expense
which would even altogether be disproportioned to their means;”
and this is doubtless still the case. It is clearly, therefore, necessary
to watch lest this desire for the acquisition of English should lead
to the result feared by the Committee.

. 327. The Director of Public Instruction entered at length into
the subject in his Report for 1863-64. He there stated that he did
not entertain any apprehension of the study of English being car-
ried on at the expense of a sound practical education conveyed
through the medium of the Vernacular. On the contrary, he thought
that the introduction of English as a language to be studied had
exactly the opposite effect, tending to raise the standard of a School
by introducing the laborious study of the grammar of a non-Vema-
cular language, and thereby supplying to Indian Schools what the
study of the Latin Grammar supplies to English Schools, viz., a study
which trains and disciplines the mind.

328. But Mr Atkinson admitted that, “in many Anglo-Verna-
cular Schools, English is far too much employed as the medium of
instruction, and) this to such an extent as seriously to retard the
progress of the Students in their acquisition of general knowledge;
while, as regards quality, the English taught in them is too often
not only rudimentary, but curiously faulty in idiom and accent.”
Mr Atkinson thus admitted the main point to which the Commit-
tee’s observations were directed. But while making this admission,
he seems, if I understand his remarks rightly, to contend that die
evils of a too large use of the English Language as a medium of in-
struction are less than the advantages. The great money value
attached by the Natives of Bengal to an acquisition of the English
Language led, he observed, to an easy obtainment of funds, which
would otherwise be wanting, thus indirectly improving the staff
and status of the Schools; and, on the whole, he was of opinion
that the use made of the English Language, “though not free from
mistakes and disadvantages,” was beneficial, and deserved “encour-
agement rather than repression.”

North-Western Provinces

329 In the North-Western Provinces there were until recently
but few Schools in which English was taught as a language.-much
less used as the medium of instruction.

ENGLISH LANGUAGE IN INDIAN EDUCATION

27J

530. The Education Reports of the North-Western Provinces for
Che last few years contain notices of the rapidly extending desire
among the people for the acquisition of a knowledge of the English
language, but as yet apparently it is chiefly taught as a language
and not made to supersede the Vernacular as a medium of instruc-
tion. In 1863-64 the Director estimated the number of pupils stu-
dying English as “ three or four times what it was in 1856/’ and
stated that Anglo-Vernacular Schools or Classes had been started
at almost every chief town. In the Report for 1865-66 he records a
still further development of the desire for the study of English,
stating that he reckons the number of Students of english in Gov-
ernment Schools to be about 6,500, and in Aided Schools about 9,229,
being about half as much again as the estimate of the previous year.

Punjab

331. In the Punjab also the study of the English language has
been of comparatively recent growth, and every year’s Returns show
Ihow rapidly it is increasing. The following figures give some idea
-of the increase:—

Number of Pupils studying
English at Government
and Private Schools

3861-62 4»439

1862-63 5,834

3863-64 . . . . . . . . . 8,359

1864- 65 11,269

1865- 66 13,181

332. The increase is almost entirely in Schools of the Higher
Class. There is nothing in the Punjab Reports to show how far
Instruction is conveyed through the medium of English , but it is
probable that the bulk of those ent^d in the Statement above are
studying English merely as a language. It was distinctly stated by
the Director, in 1863-64, that the neglect of Vernacular studies, for
the purpose of learning English, had been “specially prohibited,”
and that the attention of District and Educational Officers had been
‘^repeatedly directed to the prevention of this evil.”

Madras

333. In Madras the question of the relative position of English
and the Vernacular in the School system was some years ago made

274 SELECTIONS flOM BDUCft TIONAL RECORDS

the subject of full discussion. The discussion is fully reported m
Appendix A of the Report for 1860-61. The following account of
it was given in the body of the Report for that year:—

“The other question had reference to the relations of the English
and Vernacular languages in our system of instruction. Sir Charles
Trevelyan was of opinion that of late years an undue preference
had been given to Vernacular instruction to the prejudice of Eng-
lish instruction, and that the rule under which in the Lower Classes-
of the Provincial and Zillah Schools, and throughout the Talook
Schools ‘geography and such like science is taught from Vernacular
books, and the explanations are ordered to be given in the Verna-
cular langauge/ ought to be annulled. Mr Powell, the Acting Direc-
tor, expressed similar views, and he pronounced an unfavourable'
opinion on the Talook Schools. He recommended that the number
of these Schools should be reduced, their designation altered, and
that those retained should be raised to the standard of Anglo-Verna-
cular Zillah Schools. Mr Arbuthnot, to whom the entire question
was referred on his return from England, deprecated any radical
changes in the existing system. ' He repeated the arguments pre-
viously urged by him in support of his opinion that the Vernacular
languages should be largely made use of in Schools of all grades;
and that in the Talook Schools, and in the Lower Classes of the
Provincial and Zillah Schools the whole of the substantive instruc-
tion given should be imparted through their medium.

* # * ’ # ' # # #

“He did not overlook the fact that the English language, which 1
in most Indian Schools takes the place which is occupied by the
Greek and Latin languages in the Schools and Colleges of Europe,
being a spoken language, and as the language of the Government
being largely used in the transaction of business, has practical claims-
in this country, which can not be asserted in Europe in favor of
the ancient languages of Greece and Rome; and on this ground, he
would teach it as a language in all Schools ‘for which it is possible
to obtain Masters at all competent to teach it;* but he would not
place it as a barrier against the acquisition of much that is likely
to prove useful to those who, either from inapitude for mastering
a difficult foreign language, or from want of time, are unable to*
obtain that mastery over it which is essential to the acquirement of
accurate knowledge through its medium, by constituting it the lan-
guage of instruction in all subjects except the Vernacular language/*

ENGLISH LANGUAGE IN INDIAN EDUCATION

275

354. The following remarks on the subject are taken from the
Madras Report of 1863-64:—

“Pam. 315.— The positions formerly occupied by the English lan-
guage and the Vernacular of the Presidency remain unaltered in the

The English Languages
in Indian Education

Government system of education. In Talook
Schools and in the Lower Glasses of Zillah

Schools, English is taught merely as a langu-
age, substantive knowledge being conveyed through the medium of
the Vernaculars. It is to be observed that there is an increasing
demand for English; so that, even in Village Schools, efforts are
frequently made to introduce the study of that language. This ap-
petite for English, though in most respects affording ground for
congratulation, has, in several instances, led to an attempt to con-
vey substantive instruction through that language, before the pupils
possessed a sucfficient grasp of it; the result, as may be gathered
from notices in previous portions of this Report, has always been a
failure more or less complete. It is evident indeed, without falling
back upon experience, that the course is most unsound, and cannot
but be highly injurious to the pupils/*

Bombay

335. In. Bombay perhaps, more than anywhere else in India,
the Government has upheld the principle of giving a thorough prac-
tical education through the medium of the Vernacular. The Re-
port of 1859-60 contained the following remark:—

“The educational system of the Presidency is remarkable for the
great development of Vernacular compared with Anglo-Vernacular
and English teaching. English Education has, in fact, been starved
in the interest of Vernacular Education.’*

336. In the more recent operations of the Bombay Education De-
partment, Higher Class Anglo-Vernacular and English Education
has received its full share of attention, as will be seen from the re-
marks and statistics submitted in previous Sections of this Note with
reference to Colleges and Higher as well as Middle Class Schools.

337. In his Report of 1863-64 the Director made the following
remarks on the subject:—

“The increased desire for a knowledge of English manifests itself
in the constant applications from the people for School Masters
able to teach English. With this subject special subscriptions are

SELECTIONS FROM EDUCATIONAL RECORDS

BOOK DEPARTMENTS

277

276

raised by the people; and though no doubt their only object in-
seeking a knowledge of English for their sons and relatives is to fit
them for Government and other employ, yet it can hardly be ex-
pected, in the present state of education, that they should have any
higher or ulterior object."

Oude

538. In Oude about 26 per cent, of the whole number of pupils-
are entered in the Returns as studying "English.” In a Report sub-
mitted in 1865, the following principles were indicated as those b;y
which the study of English was regulated in Anglo-Vernacular
Schools:— , -ffi

(I) "That no pupil should begin English till he has made a
certain degree of progress in learning to read and write
the Vernacular.

made to limit instruction in English to the sons of those who are
able to allow their children to remain at School for the time requisite
to obtain a grammatical and practical knowledge of the English
language."

The following Table shows the increase in the number of pupils
studying English in the Central Provinces:—

1863 " — <>4

1864 — 65

1865- 66

Number

1,207

1,235

I ,5 26.

Mysore

346. The Director reports on this subject that although a know-
ledge of English is sought by the upper classes of Native Society
as a means of qualifying them for Government employment, but,
at a distance from the large towns, there are comparatively few who
desire to learn English.

(2) "That whilst learning English as a language each pupil
should be grounded in the elements of European know-
ledge through the medium of Oordoo or Hindee.

(SV “That only in the Upper Classes should English prepon-
derate over the Vernacular, and become the medium for
imparting instruction in science."

Central Provinces

839. As respects English Education in the Schools of the Central
Provinces, the Director made the following remarks in his Report
of 1863-64:-

“It is generally admitted that whilst the English language should
not be the sole or chief medium of instruction given to the Natives
of India, yet that Western knowledge must be the chief matter of
instruction. In those Provinces wherever a desire for instruction
in English has existed, such instruction has been afforded. Verna-
cular Education, on the other hand, has not been neglected, and
means have been taken by the introduction into our Vernacular
Schools of books of general and special knowledge to render that
education as complete as possible.

“The Students of English are required to pay a higher fee than
merely Vernacular Scholars. By this means an attempt has been

* SECTION XI

BOOK DEPARTMENTS

341. The publication, distribution and sale of Educational Books
form a not unimportant portion of the Educational system.

Bengal

342. The following extract from the Bengal Report for 1863-64
gives an account of the system adopted in that Province:—

“ School Book and Vernacular Literature Society— There is no
direct Government Agency in Bengal for the preparation and distri-
bution of educational books, but the object is effected through the
instrumentality of the School Book and Vernacular Literature
Society, an Educational Institution conducted by a Committee of
gentlemen associated for the purpose of providing and disseminating
through the country a supply of suitable School books and School
apparatus, together with wholesome Vernacular publications for
general reading, as a means of advancing the education of the people.
The Society receives a grant-in-aid of Rupees 650 a month from
Government, Rupees 500 being assigned to the School Book Depart-
ment, and Rupees n$0 to the Department of Vernacular Literature.
To facilitate the distribution of books and apparatus, numerous
country agencies are established throughout the Lower Provinces.
These are chiefly entrusted to Masters in Government Schools and

SELECTIONS FROM EDUCATIONAL RECORDS

BOOK DEPARTMENTS

*?8

the Deputy School Inspectors, who receive a commission of 10 per
cent, upon all sales. The report of the Society for 1863 shows that
it employed in that year 63 country agents, and that the proceeds
of the sales effected by them, after deducting commission and other
expenses, amounted to Rupees 16,718.”

343. The following extract from the Report of 1865-66 brings
the account of these operations up to date:—

“School Boohs — The last Report of the School Book Society for
the year ending 31st December 1865 shows a steady increase in the
demand for books and apparatus. The amounts realized by sale in
the last three years have been Rupees 42,493 in 1863, Rs. 54,577 in
1864, and Rupees 64,317 in 1865. The numbers of books issued in
these years were respectively 139,370 copies, 169,418 copies, and
184,043 copies. The following abstract shows the languages of the
books issued in 1864-65.—

Books

Copies

English ....

Sanscrit ....

Bengalee ....

Hindee ....

Ooriya ....

Santhali ....

Cossyah ....

Arabic ....

Persian ....

Oordoo ....

Anglo-Asiatic

Total

1864

1865

70,641

68,525

M 09

2,068

76,582

83,588

5,616

3,890

5,922

12,824

1,322

5ii

136

35930

2,683

3,829

95851

169,418 1845043”

North-Western Provinces

344. In the North-Western Provinces, there is a Government
Curator and Book Depot at Head Quarters. There were also, until
recently, a regular Book-selling Agency and Book Depots maintained
throughout the country; but these have been abolished, and the
sale of books in the interior has been entrusted to the Officers of
the Department, who are allowed a commission on all sales effected.

279

T'he following account of the system is given in the Report for
1 861-62:— ^

“These sales are more directly in the hands of the Deputy Ins-
pectors, who indent on the Allahabad Depot for such books as may
be required in their respective districts. A large discount is allow-
ed by Government for cash purchases, and a commission on sales
to a certain amount is granted to the Deputy Inspector, it being
the object of Government to effect quick and ready sales at the
lowest possible price. Some of the School books issued are marvels
oi neatness and cheapness, and the successive editions of the more
necessary treatises are exhausted with great rapidity.”

345. In 1863-64 the sales of educational books in the North-West-
ern Provinces, from the Central Depot, amounted to Rupees 50,415.
In the next year 1864-65 they amounted to Rupees 28,181, and in
1865-66 to Rupees 27,782. The number of copies of works sold in
1864-65 was 185,470, and in 1865-66 it was 187,230. The books are
printed and published on the recommendation of the Education
Authorities.

Punjab

346. The following extract from the Punjab Report for 1863-64
shows the nature of the arrangement made in that Province for the
distribution and sale of Educational Works:—

“The Government Central Book Depot at Lahore has been
hitherto conducted as a commercial business, for the working of
which advances up to Rupees 40,000 altogether were authorized,
but only Rupees 28,500 were actually taken from the Treasury. To
cover packing, transit, and other charges, first 30 and afterwards
50 per cent, was added to the cost price to form the selling price.
The Curator, with a small Establishment at Lahore, is paid from
Imperial Revenue, and the retail work is carried on by the District
School Mohurirs, Head Masters of Government Schools, and Libra-
rians of Government Colleges, with an occasional private agent who
will give sufficient security. A commission of 10 per cent, is allowed
on all retail sales. The value of cash and stock in hand at the
close of April 1864 amounts to Rupees 50,372, calculated at cost
price. The profits of the Depot, therefore, since its formation in
1857, have been Rupees 21,872.

“78. From the beginning of the current year, viz., 1st May 1864, I
have been directed to adopt another plan. The advances already
made are to be written off to begin with, and all cash in hand on

28 q

SELECTIONS FROM EDUCATIONAL RECORDS

the above date is to be paid into the treasury. Then monthly bills--
for stock purchased are to be sent for audit to the Civil Pay Master,
and the sale proceeds paid monthly into the treasury — disbursements
and receipts to the above extent being for the future duly pro-
vided for in the Educational Budget. Provision has also been made
in the Budget, and sanctioned by the Supreme Government, for
meeting all packing, transit, and commission charges out of Imperial
Revenue, in order that all books may henceforward be sold for
educational purposes at cost price without any enhancement what-
ever. This will be a great boon to all kinds of Educational Institu-
tions, and especially to Government and Aided Colleges and Schools-
of the Zillah grade, where comparatively expensive English book*
must be purchased by the scholars.”

347. The following Statement shows the issues of books in the
Punjab for the last three years:—

Number of Copies

Value

Distributed
gratuitously
to Government
Village
Sold Schools

Prizes

Distributed
gratuitously
to Government
Village
Sold Schools

Prizes

Rs. Rs.

Rs.

1863- 64

1864- 65

1865- 66

55,499 2,730

. 101,168 3,677

98,854 1,238

7,032

5,H4

8,892

16,690 2,634

24,956 i,570

! 26,225 795

3,520

3,H5

3,775

Madras

348. The following extract from the Madras Report of 1863-64'
shows the nature of the arrangements made in the Presidency for
the sale and distribution of educational books:—

“The purchase and circulation of books in connection with the
Department of Public Instruction are managed in the following
manner:— A Central Book Depot exists at Madras under an Officer
styled the Curator of Government Books; and 20 District Book
Depots are established at the principal stations in the Mofussil in
the charge of Officers termed District Curators. The Curator of
Government Books receives a salary of Rupees 200 per mensem,
and is allowed an Establishment costing Rupees 179 per mensem.
The District Curators, who are almost all either Masters in Govern-
ment Schools, Missionaries or Members of Trading Firms, are remu-
nerated by a commission of 10 per cent, on the sales effected by
them.

• • * . *■

• **

* .

BOOK DEPARTMENTS

“The Central Depot is supplied in three ways:-(l) by purchases-
in England, through Messers Smith, Elder and Company, who de-
liver the books free of insurance, freight and other charges at Madras
at a discount of 17| per cent, below the English prices; (2) by pur-
chases made m India by the Curator of Government Books; and
(3) by the receipt of works printed either at the Public Instruction
Press, or at some private Press engaged for the purpose. In every
case the supply is previously sanctioned by the Director of Public
Instruction. Books are forwarded to the District Depots on indents-
transmitted to the Director of Public Instruction through the Ins-
pectors of the Division. °

. * n certa ™ districts, Coimbatore, for example, where an attempt
is being made to improve the indigenous Schools, Colporteurs are-
employed to travel about and effect sales of elementary works at
the several Schools.”

349. The following Statement shows the number and value of
educational books sold during the last three years:—

Number Value

Sold Rs.

76,438 33,661

76,521 29,372

76,533 31,206

Bombay

350. In the Bombay Presidency the Book Department consists of
a Central Depot at Bombay with principal branches at Ahmedabad
and Belgaum, and a large number of minor branches (581 in 1863-
64). The branches are generally held in Government Schools, the
School Masters acting as Branch Depot-keepers, and getting a sale
commission. °

, 35 L The Bombay Book Department is more than self-support-

ing. The number and value of books sold or issued for sale from
the Central Depot for the last two years is given below:—

Number Value
Rs.

1863*64 .

1864- 65

1865- 66

1864- 65

1865- 66

F 267,643

3 , 51,857

89,479

M5,7i4

282 SELECTIONS FROM EDUCATIONAL RECORDS

Oude

352. The Book Department in Oude was reorganized in 1865
■on the following basis;—

(1) — A Central Depot attached to the Director’s Office.

(2) A Branch Depot in each district under the charge of the

Head Master of the Zillah School, who receives a commis-
sion of 10 per cent, on sales.

(3) — Books, maps, etc., for School use are forwarded from the

Central Depot only.

(4) Books are sold to pupils and Managers of Private Schools

at cost price, all extra expense for packing, freight, etc.
being charged to Government.

353. The following figures show the number and value of the
books issued in the last two years:—

Supplied Gratis Sold

For School Prizes
use

*864-65

{ Number
Value

732 817 16,294

Rs. 1,153 Bs. 165 Rs. 2,521

*865-66

{ Number
Value

„ 3*3 25 ^ 3*077 32,52c 1

Rs ( 1,423 Rs. 537 Rs. 4,988

Central Provinces

354. The following account of the Book Department in the Cen-
tral Provinces is taken from a Report submitted in 1864:—

‘There are three Depots in these Provinces. They are establish-
ed at Nagpore, Raepore, and Jubbulpore. Their operations are
Commercial as well as Educational. Books are purchased for the
Depots on which a discount for cash payment at Rupees 20 or 15
per cent, is allowed. These books are again retailed, and a dis-
count of only 10 per cent, is granted for cash payment. Thus a
*mall percentage is allowed to accumulate as profit; and from this
fund, money that has been advanced for the purchase of books is
re-paid to the State”.

BOOK DEPARTMENTS

355. The number and value of educational books sold in the-
Central Provinces during the last three years is shown below:-

Number Value

1863- 64

1864- 65

1865- 66

Mysore

356. The following account of the Book Department in Mysore-
was given in the Report for 1863-64:- Y

This Department was formerly constituted, as in the Punjab

°cJJ UaSl f CO T erdaI basis ’ itS workin g capital being advanced by
nment. But it is now conducted by an annual grant for the
purpose, the sale proceeds being paid into the local treasuries, anda

IoThS y A a ? OUnt « CaSh transactions and stock on hand submitted.
F ,. . Udlt °!; Most of the Vernacular books, and many of the
^ ghsh ones have been printed at the Mysore Government Press,
ar inal cases sold at a price to cover the cost of production.

As a further means of increasing their circulation, it has lately

caTe" of C f m t0 f ° rm de P ositories in every talook under the
care of the Amildars, and to allow a discount to all who purchase

talook” 1 any qUantUy for sale in the towns and villages of each.

357. Consequent on the measure reported above, the sales increas-
ed so much that it was found necessary in 1864-65 to appoint a
Curator. The supply of Vernacular Books is mainly required for
t e indigenous Schools of the country, numbering about 1,600.

. tf 3 ! 11 ’, dunng 1865 " 66, the sales were reported to have nearly
doubled; but no account of sales is given in the Director's Report^

British Burmah

butlffnm^ 6 “ ,T re ^ uIar Book Department in British Burmah.

Book, ' f ^ ave ,, been made t0 P rovide a su PPly of Vernacular
Books for the indigenous Schools of the country. Some of these

books have had to be compiled for the purpose, for which a grant
was sanctioned by the Government.

284 SELECTIONS FROM EDUCATIONAL RECORDS

SECTION XII

Grant-in-aid Rules

359. There are two distinct sets of Rules for Grants-in-aid, viz.,:—

(1) — Ordinary Grant-in-aid Rules, i.e the Rules under which in
each Presidency and Province Grants-in-aid are ordinarily given to
Private Schools. Of these, there is a diffefent set of Rules for each
Presidency or Province.

(2) — Special Grant-in-aid Rules for Schools designed for the ins-
truction of European and Eurasian children. These are generally
3cnown as the Rules contained in “Lord Canning's Minute of Octo-
ber 1860;“ they were approved and confirmed by the Secretary of
^State in Despatch No. 3, dated the 16th January 1861.

The former, viz., the ordinary Grant-in-aid Rules tor each Presi-
dency and Province, will be found in Appendix A.

The latter will be found in Appendix B.

360. It will be observed that the Rules for the provinces noted on
Uengal the margin provide for the grant of fixed allowances

North-Western to aided Institutions, under conditions which are

Oude substantially the same* and subject to the same

British Burmah general limitation of the amount of aid to an
equivalent of the local income or half the total expenditure. But
die Bengal Code provides further that, as a general rule. Schools
educating up to the University Entrance Standard shall get only
a half equivalent of the local income; and that Schools of an in*
ferior grade, but costing more than Rupees 30 per mensem, shall get
3 . two-third equivalent,— the only Schools to which the full equiva-

lent will ordinarily be given being those costing less than Rupees
,30 per mensem. The adoption of this scale in Bengal is regarded
as justified, in respect of the Schools to which it applies, by the
greater advance which education has made in Bengal than in other
Provinces, and by the greater willingness of the people of Bengal to
pay for education than is found as yet to exist generally in other

parts of the country.

361. In the Central Provinces the Rules described above, in res-
,< 3 entra l pect of the North-Western Provinces, Punjab,

Provinces etc., are substantially adopted, so far as they

relate to Schools for General Education. Special Rules (Part B)
are added for Normal Institutions on the principle of paying, not
ra fixed allowance to the Institution, but a stipend of Rupees four

GRANT-IN-AID RULES

per mensem to each StucLeiit signing a declaration of bona-fide
intention to follow the profession of a School Master and agreeing
to refund the amount so received if he does not do so; lump pay-
ments of Rupees 100, Rupees 50, or Rupees 25 being also promised
to every Student qualified respectively as an Anglo-Vernacular
Zillah School Teacher, a Town School Teacher, or a Village School
Teacher. Special Rules (Part C) are also given for regulating
grants-in-aid to indigenous Village Schools, on the principle of pay-
ment by results, the Teacher receiving one, two, three, or four annas
per mensem for pupils passing the prescribed Examinations, (and
•double those rates for female pupils), subject, of course, to conditions
in respect of the age of pupils, period for which the allowances may
*be drawn* etc.

362. The main feature of the Madras Rules is the “Teacher

Madras Certificate system;” but it is only a main feature,

as will be seen from the following brief analysis

-qf the scheme:—

l —Pupil Grants

It is open to Managers of Schools, who desire to obtain grants
on the results of periodical Examinations of the pupils, to submit
their Schools to Examination according to the standards in Sche-
dule A , and to obtain grants according to the rates in Schedule
M, as follows:—

European and Eurasian Schools

Hill Schools in

Schools the Plains

Rs. Rs.

f 1st Standard . 4 per mensem 2 per mensem

To each pupil passed under < 2nd „ .8 „ 5

L 3d „ . 12 „ 10 „

Native Schools

, Rs*

f 1st Standard . 2 per mensem

To each pupil passed under \ 2nd „ .5 5>

L 3d „ . 10 „

The above provisions are intended primarily for elementary
'Schools, to which the amount of grant obtainable practically
limits their application.

286

SELECTIONS FROM EDUCATIONAL RECORDS

//.— Teacher Grants
Certificate Holders

Male Teachers Female Teachers

Entitling to such grant'
not exceeding the
amount contributed by
the Manager of the

1st Grade— B.A, Standard * School as the Director - ist Grade — (Standard as per

of Public Instruction, Schedule T>.)

with the sanction of
Government, may deter-
mine.

Rs.

ittd Grade— rst Arts - 75") Entitling to the grants
Standard J noted, provided the

3rd Grade — Matriculation amount of grant shall
Standard . . 50 > not exceed the amount

4th Grade — '(Standard as contributed by the

per Schedule c) . 25 Managers.

5th Grade- (ditto x . ic J

Not Holding Certificates

A Grant not exceeding one-half of the sum contributed by the
Managers of the Schools will be given in aid of the salary of eacfer
School Master or School Mistress in regard to whom the Managers
may satisfy the Director of Public Instruction that the said Teacher
is fairly qualified to perform the duties entrusted to him or her*
provided that in such cases the amount of the grant to be given*
shall bear a due proportion to the amounts sanctioned (as above)^
for Teachers holding Certificates.

III. —Miscellaneous Grants

Payment of normal and certain other Scholarships.

Provision of books of reference, maps, etc.; and in some cases;
of School books.

Establishment and maintenance of School Libraries and Public
Libraries.

Erection, purchase, enlargement, or repair of School buildings.

Provision of School furniture.

The above grants are all made under special detailed conditions,,
but are all subject to the general principle that the amounts shall
not exceed the sum contributed by the Manager.

363. The Madras Education Act practically provides another
system of grants-in-aid for the elementary “Rate Schools" established
thereunder, for the Government gives an equivalent to all sums
made available for the establishment of Schools under that Act.

Rs.

25 irid Grade — (ditto.)
10 3rd „ —(ditto.)

287

grants-in-aid rules

364. The Bombay Rules are, as will be observed, provisional,
the period for which they are to be in force being limited to two
years from February 1866, being then “subject to revision as
experience may show to be needed."

365. The principle of the Bombay Rules is that of “payment
by results ” i.e., payment at specified rates for pupils passing accord-
ing to the general Standards. The annual grants obtainable for

each pupil passing under all the heads of the general Standards
are as follows:—

2nd

Standard

3rd

Standard

4th

Standard

5th

Standard

6th

Standard

Rs.

150

100

Pupils of — S *

European and Eurasian Schools ro
Anglo-Vernacular Schools . 6

Vernacular Schools . t

366. The Special Rules for European and Eurasian Schools
contained in Lord Canning’s Minute of October 1860 provide
generally for the following grants:-

(ij.-That to the sum collected from private subscriptions as
a Building and Foundation Fund, an equal sum be
added by the Government.

(2) .— That from the opening of each School it should receive

a grant-in-aid to the fullest extent allowed by the
(ordinary) Rules.

(3) .-That if the School be built where ground is at the

disposal of Government, the ground be given.

(4) .-That the Head Master of the School, if a Clergyman,

e placed on the footing of a Government Chaplain in
regard to pension.

in ^ A t fCW remarks on S eneraI points connected with the grant-
m-aid system may not be out of place. 8

to hf 8 ' ^ J , anUary 1864 1116 Governm ent allowed Schooling fees

of the° U C d aS Pan ° f thC 10031 inCOme by Whkh the amount
the Government grant-in-aid is regulated. This was a very

important concession. In respect of assignments from Municipal
125 Dh of Arch — 19 “

28 $ SELECTIONS FROM EDUCATIONAL RECORDS

Revenue or Educational Cesses, the following orders were passed
in 1865..-

“The fundamental principle of the educational grant-in-aid
system being to encourage and stimulate voluntary efforts on the part
of the people towards the promotion of education, there appears to
be no reason why popular contributions, in the form of assign-
ments from Municipal Revenue or Educational Cesses, should not
be regarded as eligible to such encouragement under the Grant-
in-aid Rules so long as the contributions in question are really of
a voluntary character. But, on the other hand, it would seem to
involve a departure from the principle and intention of the grant-
in-aid system if grants are made as supplements to funds not volun-
tarily subscribed, or made available by the people, but compulsorily
levied. The fact that a certain portion of the Land Revenue, for
instance, is set apart for local objects does not afford any ground
for regarding it in the light of a contribution which may be supple-
mented by a grant under the Educational Grant-in-aid Rules.

■“It has been decided that the proceeds of cesses realized under
Resolution No. 2295, dated the Madras Education Act (VI of 1863 )
$th April 1863 may be supplemented by grants-in-aid

from the general revenues, because the assessment under that Act is
an essentially voluntary one.”

369. Many of the Municipal assignments in Bombay come under
this ruling, as well as the voluntary assessment for educational
purposes made by the landowners in some permanently settled
districts in the North-Western Provinces.

370. A considerable amount of correspondence has taken place
within the last few years respecting the practical working of the
Grant-in-aid Rules in the several Presidencies and Provinces.

371. Although objections Jhave been strongly urged in some
quarters against the Bengal Rules, in the case of Missionary Socie-
ties undertaking educational operations, the general conclusion
arrived at by the Government of India, and concurred in by the
Secretary of State, is that the Bengal Rules are “well-adapted to the
grants of the country, and do not call at present for any alteration.”
It may be noted, however, that one objection urged against the

GRANT-IN-AID RULES 289

Bengal Code gave rise to a modification of practice, as shown in
the following extracts from correspondence:—

Extract from letter from the Government of India to the Govern -
ment of Bengal , No. 2977, dated 18 th October 1866

“Para. 2.-In paragraphs 17 and 18 of his letter, Mr. Stuart is
understood to complain of the objection taken by the Bengal
Education Department to a re-distribution of the sources from which
the private income of an Aided School is derived,— his wish being
apparently that the Managers of a School to which a Government
grant has been originally assigned, in consideration of a guaranteed
private income derived in specified proportions from ‘schooling fees’
and subscriptions, should be allowed, in the event of the income
from fees increasing, to withdraw a proportionate amount of the
subscriptions, provided that the total amount of income guaranteed
from private sources be maintained.

“3.— It is not quite clear, from Mr. Atkinson's remarks (Para-
graphs 51 to 55 of his Note,) how far the above view is conceded.
Mr. Atkinson says that — ‘When a School receives a grant under the
revised Rules, the guarantee required is that a certain sum at least
shall be expended on it from subscriptions and fees together/ adding
that ‘no fixed payment is guaranteed from subscriptions alone, and
if the fees are sufficient to make up the specified sum, no subscrip-
tions need be paid.' But the 52nd paragraph of Mr Atkinson’s
Memorandum would seem to imply that the application of this
principle is restricted to ‘new Schools' as distinguished from those
already in operation,' and that the ‘withdrawal of subscriptions' from
the latter class of Schools is not allowed. If this is a correct state*
ment of Mr Atkinson’s meaning, it will apparently follow that,
wherever ‘subscriptions' have been once paid as part of the private
income of a School, no subsequent withdrawal of such subscriptions
can be allowed, however much the fee receipts may increase; al-
though no objection would, in the first instance, have been raised
had the private income been composed wholly of fee receipts. If
this is the rule which is at present in operation in Bengal, the
Governor General in Council would ask the Lieutenant Governor's
further consideration of the subject, for it may be doubted whether
such a restriction is not calculated to interfere with what may be a
very proper re-distribution of private resources. It is seldom that
a newly established School, especially if it be a Vernacular School,
in a part of the country where education has not come to be ap-
preciated by the people, can produce, in the early part of its exis-
tence, much income from fees; and there must, of course, therefore

290

SELECTIONS FROM EDUCATIONAL RECORDS

GRANT-IN-AID RULES

at first be a correspondingly large share of subscriptions to make
up the required amount of private income; but, as the School gains
footing among the people, the fee income will ordinarily increase,
and in that case it does not seem to the Governor General in Council
to be an unreasonable expectation that the increase of fee receipts
should be allowed to take the place of the subscriptions previously
given; and such an expectation is certainly not less reasonable if
the subscriptions form a part of a limited income, the whole of
which is sought to be expended on the advancement of education,
and if the object in withdrawing assistance from one School which
has attained a state in which it is, to a large extent, self-supporting,
is to afford it to some new School which could not be established,
or carried through the first period of its existence without such
aid.”

Extract from letter from the Government of Bengal to the
Government of India , No. 1353. dated 6th March 1866

“Para. 2—1 am to say that, practically, retrospective effect has
been given to the Rule (allowing of a re-distribution of the sources
of income of a Grant-in-aid School), and that now the Lieutenant
Governor has no objection to direct authoritatively that this course
shall be followed.”

Extract from letter from the Government of India to the
Government of Bengal

“Para. 2.— The Governor General in Council, I am to say, fully
approves of the intention expressed in your letter dated the 6th
March, respecting the Rule relating to the re-distribution of the
sources of income of Schools receiving grants-in-aid, and he trusts
that the fullest effect will be given to it.”

372. Objections have also been urged against the Madras Rules,
but they relate rather to the former than to the present Rules. The
following extract from a Despatch from the Secretary of State, dated
9th March 1866, will show the particular points respecting which
doubts are still felt:—

“I observe that, in the revised Rules which have been sanctioned
for the Madras Presidency, the ‘certificate system/ or that by which
grants are made to certificated Teachers, proportioned in amount to

291

the examination which they may pass, is still retained as the ‘leading
feature’ of the scheme; and as regards Schools generally, therefore,
the Rules are still open to the objection which was formerly stated
to them, viz., ‘that they tend to raise to an unnecessarily high scale
the salaries of the Masters; and, and requiring a large proportion of
such increased salaries to be paid by the promoters of the school,
impose on them a charge beyond the necessities of the case/ The
hardship would be varied, but not diminished, should the Managers
of the School be unwilling or unable to raise the salary of a Master
who has successfully passed his examination to an amount equal to
that of the grant to which his success in the examination would
entitle him; for, in that case, the Government grant would not be
paid in full, but be limited to the amount of salary paid by the
Managers, who would be unable to claim the balance of the grant
as a contribution towards the general expenses of the school.

“Among the changes introduced by the new Rules, it is now
provided— lsf, that a grant on a reduced scale may be given in aid
of the salary of any Masters or Mistresses of whose qualifications to
perform their duties in a fairly efficient manner the Director of
Public Instruction may be satisfied, though they may be unable to
pass the Certificate Examination; and 2 ndly, that in the case of
elementary schools, the Managers may have the option of obtaining
grants according to the results of periodical examinations of the
pupils. These provisions will materially mitigate the stringency of
the Rules as they formerly stood; and, though I am not altogether
satisfied that the Rules even now are not unduly directed to the
raising of the standard of education in existing schools, while they
fail to afford sufficient encouragement to the establishment of new
ones, I shall not urge any further alteration of the Rules in this
respect till the amendments which have been sanctioned shall have
had a fair trial.”

373. The following remarks regarding the working of the Grant-
in-aid Rules were made by the Madras Government in reviewing
the Report of 1865-66:—

“The working of the Grant-in-aid Rules issued in January 1865
may be regarded as tolerably satisfactory. The number of Aided
Schools rose during the year under review from 502, with an attend-
ance of 22,351 pupils, to 876, with an attendance of 27,351 pupils,
and the amount disbursed in grants-in-aid of the current expenses
of the Schools (chiefly in aid of the salaries of the Teachers) from
Rupees 89,802 to Rupees 1,16,876-4-8. These figures, however,

292

SELECTIONS FROM EDUCATIONAL RECORDS

include the indigenous Village Schools in the districts of Vizaga-
patam, Nellore, North Arcot, Coimbatore, and Madura, numbering
498, with an attendance of 8,493 pupils, which received grants,
amounting to Rupees 3,777-12, on the ‘payment for results' system,
which, though similar in principle, is not identical in detail with
the system provided for in Rule IV of the Grant-in-aid Rules.
Since the close of the year sanction has been granted for the ex-
tension of this system to every district in the Presidency, and the
Director of Public Instruction has been requested so to re-cast the
Schedules appended to the Grant-in-aid Rules as to make them
applicable to indigenous Schools.

“It would appear from the Reports from some of the leading
Managers of Schools, of which the purport is given in the 70th
and following paragraphs of thel Director's letter, that the late
revision of the Grant-in-aid Rules has resulted in effecting a consi-
dierable improvement in many of the existing Schools, but that it
has not contributed as much* as might have been expected to the
establishment of additional Schools. This result is, doubtless, to
be traced to the comparative inefficiency or inadequacy of the
agency previously employed, and which induced the Managers of
Schools to apply such aid as they could obtain from the State to
strengthening the establishments of Schools already in operation,
in preference to organizing new Schools. But there is nothing
in the Rules, as they now stand, which can be said to impose undue
checks on the extension of education, or to render the grant-in-aid
system less applicable to elementary Schools than to Schools of a
more advanced grade. The latter is a point on which considerable
misconception appears to exist. The only Inspectors who, in the
Reports now before Government, have expressed any opinions on
the success, or otherwise, of the grant-in-aid system as now
administered are Mr Bowers and Mr Marden. The former,
contrasting its working with that of the Madras Education Act,
remarks that, ‘as now administered, in connection with Educational
Certificates', the gran-in-aid system has ‘the advantage of greater
simplicity, and is proving the more effectual instrument of popular
education, chiefly through the medium of Middle Class Schools,
Mr. Bowers states that ‘Teachers who have obtained Certificates
are fast re-placing those who have not/ and he observes that,
‘although in individual instances it will sometimes be found that
an uncertificated Teacher is much superior to certificated Teachers
of the same grade, in the majority of cases the benefit of the rule
which exacts some Certificate of Qualifications will be apparent.
Mr. Marden, while admitting that the present Rules have

GRANT-IN-AID RULES 293

'some what stimulated education, does not look ‘for any rapid exten-
sion of education under the present arrangements/ and advocates the
abolition of that part of the present system which makes the grants
dependent on the Certificates held by the Teachers, and the sub-
stitution for it of a system of payment for results under Rules better
adapted to the requirements of elementary Native Schools than
those now in force. The Government see nothing in the Reports
before them that would justify so radical an alteration of the existing
Rules. In the discussions which took place regarding the grant-in-
aid system in 1864, and in which several of the leading Educational
Authorities in this Presidency took a part there was a considerable
preponderance of opinion in favor of the maintenance of a
Certificate system, and against the feasibility of carrying out
effectively and on an extensive scale the system of payment for
results. The Government, on full consideration, determined not to
abandon the Certificate system, but at the same time embodied in
the Rules a provision which it was hoped would afford to such
Managers of Schools, as might prefer the ‘payment for results' system,
the means of obtaining aid in that form. It has lately been brought
to the notice of Government that the Standards of Examination in
arithmetic prescribed for Native Schools seeking aid under the
latter system are too high, and that the scale of grants offered is
too low. The first objection has been met by a reduction of the
Standard, and the Director of Public Instruction has been directed
further to revise the Schedules in such manner as he may deem best
calculated to promote the successful working of the system. It
remains to be seen which of the two systems of grants-in-aid will
be found the more effective, viz., 1st, that of making monthly pay-
ments in aid of the salaries of Teachers who have afforded evidence
of their qualifications; or, 2nd , that of making grants on the results
of periodical Examinations of the pupils; but, in the meantime, it
is the desire and intention of the Governor in Council that each of
these two systems shall have a full and fair trial; and he trusts that,
under their operation, considerable progress will be made in the
extension, as well as in the improvement, of education in this
Presidency in the course of the next few years. Much, of course,
must depend on the exertions of the leading Educational Societies,
and of private persons interested in the cause, but much may be
effected by the judicious efforts of the Inspectors of Schools, whose
duties should embrace, not only the inspection of those Schools
which are placed under Government inspection, but the promotion
generally of all such measures as have for their object the improve-
ment and extension of education in the districts under their charge.”

GRANT-IN-AID RULES

295

^94 selections from Educational records

374. As respects Bombay, the following extract from Mr.
Howards Memorandum of June 1865 gives some idea of the history
of the grant-in-aid system in that Presidency:—

“In this Presidency of Bombay there has been less done by
private persons in the way of education, particularly superior
education, than in some other parts of India. The people prefer
State Schools where they can get them. A Code of Rules under
which money might be granted to Private Schools was published in
January 1856, but the conditions were found to be too severe; and
I prepared a less exacting draft, which was submitted to the Local
Government in April 1857. The draft was forwarded to the
Supreme Government, who in June 1858 recommended in pre-
lerence the Rules in force in Bengal. These were accordingly
notified in the Government Gazette of the 8th of July 1858. Not
a single application for a grant under this Code was registered.
Doubtless it was notorious that, until lately, the Government had
no funds wherewith to meet any such application. When, however,
it seemed likely that fresh funds would be granted to education
(1862), I took up the subject again and proposed to adopt the
principle of 'payment by results/ lately introduced by the Educa-
tional Committee of the Privy Council in England. The Local
Government assenting, a set of Provisional Revised Rules were issued
in November 1863. Grants have been made under these Rules:
but, in deference to a complaint of some Missionary bodies that the
scale of payments was too low, they did not object to the principle
of payment by results,— the Government directed a revision of the
Code, which took place last year. 1 A new Draft Code has been pre-
pared, but is not yet sanctioned. There has been some misunder-
standing on this subject, which the simple facts above given should
remove/'

375. The following extract from the Bombay Education Report
for 1865-66 shows the hope entertained by the Director of the
working of the new Rules:—

“The year under report shows no change in the number of
Private Institutions that have actually received aid from Govern-
ment. But it will remain as a fact in the history of this Depart-
ment that, in the year 1865-66, as many as 31 Private Institutions,
for the most part supported by different Missionary bodies, have for
the first time applied to Government for aid, which will be
accorded to them during the current year under our Provisional
Revised Rules for grants-in-aid under the system of payment for
results. This system, in supersession of former arrangements, was

introduced by Government at the recommendation of my predecessor
on the 26th of November 1863. The principle of payment for
results, on its announcement, was cordially accepted' by the Mis-
sionary bodies, who considered that it would imply less intrusion
into the details of their School management on the part of inspecting
Officers, than any other system of conditions for grants-in-aid that
could be devised. But they objected to the particular terms
offered by Mr Howard, which they considered so illiberal as to
make it not worth while to offer their Schools for inspection under
the Rules in question. Mr Howard's Standards of Examination
and Schedules of Payment had been experimentally drawn up, with
the express view to their being revised after experience of their
working. While acting for Mr Howard in July 1964, I held a
conference with the leading Missionaries and Managers of Private
Schools, after which I submitted a new set of Rules; and these,
with some slight modifications, received the sanction of Govern-
ment in February 1866. The present revised Rules (which are
given in Appendix E, Page 167) are based on a computation of
what would be necessary to allow any School which was in an
efficient condition to receive from the State about one-third of its
expenses on account of secular instruction. A reference to Appendix
F, in which is given a table of the application for grants-in-aid
actually received, will afford some anticipation of the working of
the system. This table shows the amount which would be payable
if every pupil passed in every head of the Standard under which he
was presented. As, however, the Examinations will be strict, it
can scarcely be expected that more than half of this maximum
amount will actually be obtained by the Institutions in question.
The total cost of secular instruction in these Institutions is returned
as Rupees 1,06,296-5-7, and I estimate that they will obtain about
Rupees 21,792 for the performances of their pupils, that is, little
more than one-fifth of their total cost on account of secular ins-
truction. It will always be in the power of School Managers to
increase the amount of their grants by increasing the efficiency of
their Schools, but it will require the attainment of great perfection
to enable a School to get from Government more than one-third of
its cost. Such is the principle on which the new system is based.
It is a system which, as I have said, is popular with the Mission-
aries, as implying the minimum of interference, and it is also
satisfactory to this Department, as implying the maximum of
accuracy in the Reports of inspecting Officers. I am as yet only
able to report on it by anticipation.”

376. It will be observed that the only Provinces in which the
system of “payment by results” (copied from the recent English
125 Dir, of Arch.

2 9*5 SELECTIONS FROM EDUCATIONAL RECORDS

system) has yet been introduced are Bombay, where it forms the
basis of the Grant-in-aid Rules; Madras, where it forms as it were an
appendage of the Rules, and is intendled primarily for application
to elementary Schools; and the Central Provinces, where also it is
introduced as an appendage to the general system, and is intended
solely for application to indigenous Schools. The results can
hardly as yet be judged of in respect of Madras and Bombay, as
is evident from the information already given. As regards the
Central Provinces, I may repeat here an extract already given in
Section V, (Lower Class Schools):—

“These Schools may be divided into three classes:—

“Itf— Those receiving a regular monthly grant from Govern-
ment.

“2nd.— Those receiving grants under the payment by result
Rules.

“3rd.— Those receiving casual gifts, in money or books, for the
Masters or pupils.

*####**

“Of the 2nd Class, during the past year 25 Schools have present-
ed pupils for examination, and a total of Rupees 408-1 has been
paid,— the largest amount paid to one School was Rupees 47-4. Of
273 pupils examined, about 20 per cent, failed. The only districts
in which Teachers have come forward to claim rewards are Saugor,
Nimar, Nursingpore, and Nagpore. I do not feel satisfied that pro-
per attention has been paid to this very important branch of our
educational system, and District Inspectors have not yet thoroughly
explained the Rules to the Teachers. A number of School Masters
in the Jubbulpore District, who received grants last year, refused to
receive them this year; and one of the most intelligent of the class
informed the Inspector the reason was that the parents of the children
objected strongly to his taking any aid from Government, they seemed
to dread it as the insertion of the thin-end of some mysterious wedge.
When the Rules for regulating these payments by results were draft-
ed, I thought them sufficiently liberal; but a revision will be neces-
sary, as they are not so liberal as the Rules in other parts of India,
which have for many years enjoyed greater educational advantages
than the Central Provinces. I shall submit shortly a revised Code
of Rules/'

377. I will conclude my remarks in this Section with a very brief
reference to the working of the Special Rules for grants to Schools
for European and Eurasian children.

GRANT-IN-AID RULES 297

378. These Rules have given encouragement to a class of Insti-
tutions which certainly merited it. There is scarcely a Presidency
or Province in which one or more such Institutions have not risen
up under the Rules in question. But the greatest development
has been in the Punjab, where the number of such Schools (chiefly
at the Hill Stations) is very considerable.

There was a misunderstanding at first in some quarters, which
was set right by the following orders of 26th March 1866:—

“The Government aid granted to such Institutions is regulated
by the two following Rules:—

“ (1)— ‘That to the sum collected from private subscriptions as
a Building and Foundation Fund , an equal sum be added by the
Government.'

“ (2)— ‘That from the opening of each School it should receive
a grant-in-aid to the fullest extent allowed by the Rules,' viz., (as
provided for in the Grant-in-aid Rules), a grant not exceeding half
the expenditure on the School for the period for which the grant
is given, and also not exceeding the amount made available from
private sources,— ‘private sources’ being held (under the Resolution
of January 1864) to include schooling fees.'

“From the above it is clear that it is only in respect of money
set apart as a Building or Foundation Fund that the Government
gives an equivalent without reference to the actual expenditure; and
that the money entitled to such an equivalent must be, bona fide,
‘collected from private Subscriptions.'

“The question raised by the Financial Department is, whether
‘it was intended to allow an equivalent for tuition fees merely, or
for the sums realized by the School for boarding expenses also/
‘These latter', the Financial Department observes, ‘do not ordinarily
come within the category of fees.'

“It is evident, from the explanation already given, that this
question can refer only to the grant given by Government, in aid
of the current expenses; and applies alike to the case of all aided
Boarding Schools, whether established under the special provisions
of Lord Canning’s Minute or the ordinary Grant-in-aid Rules' for
the only respect in which Lord Canning's Minute accords special
grant-in-aid privileges is the offer of a grant as the equivalent of
money funded for building or endowment purposes, and such money
must be, bona fide, ‘collected from private subscriptions/

298 SELECTIONS FROM EDUCATIONAL RECORDS

"The question would more appropriately be worded as follows:—

*' In the case of Boarding Schools receiving a grant-in-aid from
Government , is it allowable (with reference to the limitation of the
Government grant to half the total expenditure) to include in the
Statement of total expenditure sums expended on boarding as dis-
tinguished from tuition ?

“On this point the Governor General in Council observes that
it was never intended that the Government should pay anything
towards boarding expenses, such as for the food and clothing of
children; and if, in some instances, a mistake may have been made
on this point, it has arisen probably from the absence of any ex-
press order for distinguishing between the two classes of expen-
diture.

“The required distinction can probably. His Excellency in
Council thinks, be made without much difficulty by the observance
of some general rule, to the effect that, in aided Boarding Schools,
the salaries and other charges appertaining to the teaching
Establishment, expenses connected with the purchase of prizes,
books, maps, and other educational apparatus, and also the house
rent (w T here a house has not been built or purchased with Govern-
ment aid) may be regarded as tuition expenses; all other charges
being regarded as expenses for objects other than tuition. It is
true that the house rent in such cases is really, to a large extent,
a charge on account not of tuition, but of lodging: but, on the
other hand, the above rule might, perhaps, exclude some mis-
cellaneous items appertaining to tuition.

“It will probably, in the opinion of the Governor General in
Council, be better to adopt some such general rule, than to attempt,
in each case, to scrutinize, in close detail, the exact proportion
between boarding and tuition charges. But this is a matter which
His Excellency in Council is willing to leave to Local Goiernments
to arrange; with the understanding that provision must, in some
way or another, be made for distinguishing between the two classes
of expenditure, when that expenditure is calculated for the purpose
of determining the amount of the aid to be given by the Govern-
ment. 1 ”

A. M. MONTEATH

March. 1867

EDUCATION IN BRITISH INDIA

1870-71

EDUCATION IN BRITISH INDIA

1870-71*

Introduction and Statistics of Area and Population

Jt may tend perhaps to insure a clearer conception of the state
Introduction of education in the several provinces if I begin
with the statistics of their area and population.

Province

Area

Sq. Miles

Population

Bengal

. .

239,591

40,352,960

Madras ....

•

141,746

26,539,052

Bombay and Sind

142,042

12,889,106

North-Western Provinces

83,785

30,086,898

Punjab ....

102,001

17,596,752

Central Provinces

84,162

7,985,411

Oudh ....

24,060

11,220,747

British Burma

98,881

2,463,484

The Berars ....

16,960

2,220,074

Coorg ....

2,400

112,952

Total

. 935,628

1 5 !, 467,436

2. These figures have been taken from the latest data but they
will probably be considerably modified by the general census now
in progress. It is believed, for instance, that the real area and popu-
lation of Bengal are in excess of what has hitherto been accepted.
And it must be remembered that these figures comprise a very vast
variety of countries and races, differing most widely from each other
in nature, character, progress and stages of civilization, and that until
these differences are fairly understood, only an imperfect conception
can be formed of the full purport of the educational statistics that
follow. In any case the magnitude of the scale on which education
is attempted in India will be obvious to all.

♦Part II of Mr Howell’s compilation. Education in British India , prior to 1854,
and in 1870-71. It was printed at the Government Press, Calcutta, 1872.

301

Statewisni showing the Income of the Edu cat icnal Departments in 1870-7

302

SELECTIONS FROM EDUCATIONAL RECORDS

SECTION I
Ways and Means

Such being the work to be done in each province, the next point
to consider is the ways and! means available to do it.

The annexed table will show this*

In this and in the subsequent tables I cannot guarantee the absolute accuracy ot the figures ;
I can only say they have cost much time and trouble and are accurately compiled from the
reports. Until the present statistical forms arc revised, perfect accuracy is not attainable.

(a) Includes endowed Scholarships.

WAYS AND MEANS

303

I offer this table with some diffidence, for although no point
should be shown more clearly in each report than the income of
the department during the year, the Bombay report is the only one
from which the information can be gathered at once and without
difficulty.

I think every report should commence with a regular debtor and
creditor account, in abstract, of income, including balances in hand,
from all sources, and of expenditure.

Each of these items of income requires notice.

(1) Imperial Grant— We have seen that prior to 1854 the local
authorities received an annual assignment for education in the
expenditure of which they were practically unfettered. Thus in
1824 the Committee of Public Instruction in Bengal was vested with
a discretion over the annual grant, and was only required to sub-
mit to Government regular accounts of its expenditure. This did
not apply, however, to new charges for fixed establishments or to
contingent charges above Rs. 1,000 for which special sanction was
necessary. Again, in Madras in 1828, the local Government received
permission to expend Rs. 50,000 annually on its taluk and col-
lectorate schools. The same principle prevailed in other provinces
but all this was changed by the budget system of strict centralization
introduced by Mr. Wilson in 1860-61. From that date all expendi-
ture required budget sanction and all new expenditure required
special sanction to be admitted into the budget at all. That the
budget was for sanctioned expenditure only was from that time the
maxim of the Financial Department. This system prevailed for
ten years and its working has thus been described by one* who
had watched it long and narrowly and was himself a chief agent in
reforming it:—

“The existing financial relations between the Government of
India and the local Governments are most demoralizing to the latter.
They have found by experience that the Government of India can
hardly resist clamor, if it is loud enough and persistent enough. The
distribution of the public income degenerates into something like
a scramble, in which the most violent has the advantage with very
little attention to reason. As local economy leads to no local
advantage, the stimulus to avoid waste is reduced to a minimum.
So, as no local growth of the income leads to the increase of the
local means of improvement, the interest in developing the public

* Colonel Strachey, R. E., See Legislative Council Debate of 10th March 1871
125 Dir of Arch — 20

3°4 SELECTIONS FROM EDUCATIONAL RECORDS

revenues is also brought down to the lowest level. The Govern-
ment of India has altogether lost what power it once had of super-
vising details, by reason of the enormous magnitude of the powers

now to be performed by it, and the financial mechanism is seriously
out of gear. 7

“The end to be aimed at by the Government of India should
e to divest itself of all detailed concern with those items of expendi-
ture w . ich pertain to branches of the administration, the details of
which it cannot in fact control.”

The substantial truth of this description of the evils of the old
system was confirmed by the resolution* of the Government of India
that superseded it:—

“The Governor General in Council is satisfied that it is desirable
to enlarge the powers and responsibility of the Governments of

J“ lde f nC ' eS and , P , rovinces in res P e ct to the public expenditure in
some of the civil departments.

and hmT ^ SyStCm theSe Gove ™ments have little liberty

and but few motives for economy in their expenditure; it lies with

whichTliaTt 1 t0 C ° ntr01 Ae gr ° Wth ° f cha ^ *> nieet

which it has to raise the revenue. The local Governments are

deeply interested in the welfare of the people confided to their care

and not knowing the requirements of other parts of the country or

- — -

regard from differem m!iib of riT”' ^ L ° Cal Governmenls
ture, and, th<= division nt ., CW measures involving expendi-

conflicts rap ° nS ' bi,it V i'KMned, there occur

avoid these conflicts, it k“'‘ "V'" P “ bIlC servi “' In order to
obligation to find the f ex P e ient as far as possible, the

tnems should “ ZnT T" 7 ™ P rove-

to devise such measures." UU ° nty wbose immediate duty it is

3334 * dated 14th December, 1870

Ways ANb means

§05

Accordingly in December 1870 the Government of India agreed
to make over to the local Governments several departments of the
administration, including education, with a fixed imperial assign-
ment to support them. This transfer of power and responsibility
was accompanied by certain financial restrictions common to all
departments made over, and also by certain special restrictions
peculiar to the subject, it being expressly stipulated that the exist-
ing educational code, as laid down in the despatches* from the
Secretary of State, and the existing grant-in-aid rules and other
matters of general principle, were not affected by the resolution.

This special proviso for the maintenance of the educational code
should not be lost sight of.

In pursuance of this policy each local Government has received
its imperial assignment for education in the current year, the exact
amount being determined in each case by the grant for the preced-
ing year, subject to a small rateable deduction spread over all the
departments transferred. The Government of India in making
these assignments expressed its confident belief that the measure
would not only relieve the imperial finances of annually increasing
and indefinite demands, but would afford opportunities for the
development of self-government, for strengthening municipal insti-
tutions and for the association of Natives and Europeans to a
greater extent than heretofore in the administration of affairs.

It is strange that the only notice of so important a change of
system, both financial and administrative, is that contained in the
annexed extract from the Bombay report:

“At the end of 1870 an order in Council, now well known as
the Resolution of December 14th, was issued from the Financial

Department of the Government of
The Financial Resolution of India, whereby a fixed grant for
December 14th, 1870 education (among other services)

was handed over to be administered,
with some limitations, at the discretion' of the Bombay Govern-
ment. The fixed grant was considerably below the sum of public
money voted to education by the Government of India for 1870-71,
and it was left to the local Government to effect an equilibrium
between educational wants and means by retrenchment, re-appropria-
tion, or an assignment from new provincial taxes. All three

♦Such as No. 49, dated 19th July 1854

Such as No, 4, dated 7th April, 1859

Such as No. 1, dated 23rd January 1864

Such as No. 5, dated 12th May, 1870

30 6 SFLECflONS FROM EDUCATIONAL RECORDS

methods have been applied, and the result is a public grant for
education in 1871-72 less by about Rs. 9,000 than the public grant
made by the Government of India for 1 870-7 L But the grant,
though less than the full grant of 1870-71, is more than the fixed
grant as reduced by the Government of India before transfer, and
the Government of Bombay has therefore assigned most of the
difference from the new provincial revenues. Important improve-
ments have also been introduced by re-distribution, and the financial
result of the new arrangements leaves no cause for dissatisfaction.

“A full description of the improvements effected belongs to the
Report of 1871-72, but in brief they are these: The salaries of the
Deputy Inspectors have been improved and divided into four grades,
and some addition has been made to their number. Four important
middle class schools have been raised to the rank of high schools,
2 nd grade, and the ‘feeders’ of the high schools have been strengthen-
ed- {See Report of 1869-70, pages 74—76). The difficulties which
might have attended the financial effect of the order having been
removed by the action of the local Government, I am glad to
acknowledge the solidity of the administrative advantages foreseen
by the Government of India. Only a small minority of educational
salaries being oevr Rs. 250 per mensem, the distribuution of the bulk
of the grant has passed absolutely under the control of the Gov-
ernment of Bombay, and the facilities for using it economically
and efficiently are hereby greatly increased.”— {Paras. 40-41, Report
1870-71.)

Thus for the present at all events we may look upon the imperial
grant to each province as a fixed quantity.

But although this grant is thus in one sense provincial income
it should certainly be separately shown from local funds, as it
obviously differs from all others that do not come into the Imperial
Exchequer at all.

(2) Cesses — The next 'item of income is the produce of the
several local cesses or compulsory land-rates, which vary in different
provinces in their excess over the regular land revenue demand and
also vary in the appropriation of their proceeds to education. For
an account of these rates, of the comparative failure of the volun-
tary rate in Madras, of the remarkable success of the compulsory rate
in Bombay, and of the urgent need of a similar basis for elementary
education for the masses in Madras and Bengal, I must refer to my
Note of 1866-67. Briefly, and to complete the narrative there given.

WAYS AND MfeANS

307

it may be mentioned that this account was* represented to the
Governments of Madras and Bengal in 1868 and an urgent ^pea
was made in behalf of some scheme of education for the masses
similar to that which had been started so successfully m Bombay.
To Bengal the Governor General in Council declared that mass
education had been almost totally neglected, that to provide it was
one of the highest duties that the Government owed to the country
and that he would not consent even to discuss the question m fu ure.
These instructions were fully approved + by the Home ovemm
In Madras the local Government had long had in contemplation
a measure of even larger scope than any previously
elsewhere, and the views of the Government of India on y
the action already originated; and the Madras Acts HI and IV of
1871 are the result. But the Bengal Government declared a
prolonged its opposition to those views. On the 30th April 1869
jt protested most sCrongly and on various grounds against the
expediency of any such measure for education at all and expressed
an earnest hope that the views of the Government of India might
be re-considered. While, however, declaring the impracticability
of raising a cess for education, the local Government offered to
raise a cess for the construction and maintenance of local roads.
The Government of India accepted the offer of a cess for roads but
adhering to its views on the main question, referred the whole
correspondence to the Home Government, by which, notwithstand-
ing a considerable amount of dissent in Council, it was finally $
decided ( 1 ) that the levy of a land-rate for local purposes upon per-
manent or temporary tenures in Bengal was not barred by law and
(2) that on many considerations the proposed measure, i.e., for
extending mass education and for the construction of roads and

other works of public utility was,
if carefully carried out, both ex-
p,Km.fr5eS be N™1«? pedient and politic. The remit
dated 29 th July 1870 of all this correspondence was the

enactment of the Bengal Road
Cess Act (B. C. No. X of 1871) and the Bill now before the local
Legislative Council to amend and consolidate the law relating to
municipalities.

As this Bill is now under discussion, only the briefest outline
will be given of its scope and this only so far as it affects education.

*To Bengal, No. 237, dated 25th April, 1868
To Madras, No. 292, dated 29th May, 1868
tDespatch No. 22, dated 28th October, 1868
■^Despatch dated 12th May, 1870

SELECTIONS FROM EDUCATIONAL RECORDS

WAYS AND MEANS

309

308

It consolidates former municipal enactments and by making Muni-
cipal Commissioners elective affords a stimulus to local self-govern-
ment. It provides for three classes of municipalities of which the
third class will comprise rural townships consisting of not less than
60 houses and will be administered by the head men (in punchayet)
of the village or village unions. Municipal Commissioners will
have the power to adopt one or more of the ordinary forms of
Indian municipal taxation but in rural townships only one form
will be admissible. Municipal funds may be devoted to the dif-
fusion of education, the construction and repair of school-houses,
the establishment, maintenance and inspection of schools and the
training of teachers. In rural townships the funds may similarly be
devoted to the support of the patshalas or indigenous village schools
but in both cases only after payment of the first charge on the fund
for rural police.

Such are the means by which the local Government hopes to’
solve the problem of elementary education for the masses of Bengal,
a problem which was set by the Court of Directors in 1814 and
1825, which has since been the subject of a periodical and almost
continuous correspondence of inconceivable bulk, and of which the
solution, so far as the rural community is concerned, is simply the
adoption of the measure advocated in the first educational despatch
addressed to the Governor General in Council of Bengal in 1814-
the improvement of the indigenous schools.*

Thus at last by special enactment the claims of the village school
masters have been formally recognised. But this is merely what
Lord Moira urged in their behalf in 1815,f whereas the despatch
of the 12th May 1870 and the correspondence that led to it and still
more the present estimate of the importance of mass education
promised a larger measure.

Two points, however, should be noticed in connection with this
Bill. The theory of the rapid and spontaneous descent of education
from the higher classes to the masses, "the filtration theory” as it
is usually called, which since its enunciation^ by the Committee of
Public Instruction in 1838 has stood so steadily in the way of
reform, has been finally overthrown and its failure explained! Mr.
Bernard, the mover of the Bill, dwells most forcibly on the fact
that the peasant classes in Bengal are still “timid, ignorant of their
rights, incapable of defending themselves, and put upon by the

* See page 6, part I [Not included in the present Selections]

fSee page 9, Part I [Ditto]

JPara. 2 6, Report 1838-39

subordinate servants of Government, by the underlings of the
zemindars, and indeed by every one with the slightest shadow of
authority, in a way that almost surpasses belief;” and he urges that
the only general remedy is the diffusion of some sort of education
among them.

Of this conflict of supposed interests the filtration theory had
never taken account.

The second point is that the provision of new funds by the
people themselves* for elementary education obviously does not
meet the reiterated instructions of the educational code that imperial
expenditure should be mainly directed to this object. Nor is there
any reason to suppose that the local Government contemplates the
evil of throwing a national burden upon a small area.

The Madras Local Funds Act IV of 1871 has a wider scope than
either the Bengal Municipal Bill of 1872 or the Bombay Act III of
1869. Unlike the former, it provides for a cess on lands, the rate
not to exceed one anna in the rupee, as in Bombay, on the annual
rent value, and it places education in the category of roads and other
works of local improvement; and going beyond the latter, it applies
equally to townships, in which respect it has been made complete
by the previous Act (III of 1871, the Town Improvement Act).
The main feature in the Act is that it recognises the all-important
principle of working through the people in small areas or districts
and that it constitutes in each a local funds board composed of
official and non-official residents, similar in character to those con-
templated in the English Education Act of 1870 and with somewhat
similar powers and responsbilities. By this agency the Madras
Government has been able to declare formally its intention that
there shall be a good village school within 2J miles of every child in
the Presidency.

It would be premature to discuss the working of an Act so
recently passed, but it may be safely said that in no other province
has local legislation so completely provided for the object in view.
Hence, therefore, we may confidently hope that in the future
Madras and Bengal reports the proceeds from local rates will be
shown as in other provinces to form the nucleus of a fund as the
basis of imperial action for the education of the masses.

As regards the other provinces, it will be observed that the cess
being determined by the imperial land revenue demand will rise

*t.e. If they do provide funds, but a simply permissive Act has quite failed in
Bombay, The Bengal Bill, however, empowers the Government to compel Muni-
cipalities to maintain primary schools.

3*0 SELECTIONS FROM EDUCATIONAL RECORDS

in proportion with that demand, so that the fund for mass educa-
tion will grow with the growing prosperity of the country. And it
may be mentioned that in the expenditure of this fund the Gov-
ernment of India has consistently maintained two principles— (1)
that the fund should be restricted to the benefit of the agricultural
population by which it is paid, and (2) that it should be restricted
to the provision of elementary education, there being no warrant
for a local compulsory and general rate for higher education.

How far these principles have been observed is not clear.

(3) Municipal Assignments— It would needlessly prolong this
Note to attempt to give any adequate account of all that has been
done in each province on the question of municipal taxation and
municipal expenditure; but looking to the proportion between the
urban and agricultural population, to the great urgency of elemen-
tary education for the former, both on its own account and as the
only basis of technical education of which the country stands in
such sore need, and looking to the larger facilities for establishing,
maintaining and supervising elementary schools in towns than in
villages, it is strange that no large measure corresponding with the
cess can as yet show its action in any of the educational reports. On
this point most of them are silent. The Bombay Director, however,
maintains with undeniable force that “the absence of a school-rate
in towns is unfair to the rural cess-payer and that a school-rate
levied and administered by the State under legal authority is a
better means of support for primary schools in towns than a high
rate of fee.”

As to the details of the existing municipal assignments in Bom-
bay, Oudh, the Central Provinces and the Berars, the reports say
nothing.

It will no doubt be one result of the new scheme of provincial
services that the educational requirements of towns and the best
means of meeting them will now occupy the attention of local
Governments ^s thev have already begun to do in Bengal.

(4) Fees -As there is hardly any better test of the popularity
and real condition of a school or college than its fee receipts, it is
essential that they should be properly audited and shown separately
in the reports; the proceeds should not be mixed up with fines or
endowments, or “other local funds” as is occasionally done. As
shown in the annexed statement there is some little discrepancy in
the fees charged at the same kind of schools for the same kind of

WAYS AND MEANS

education in the different provinces; but this is a point affected by
so many local considerations that uniformity is not desirable. The
variation of fees in the same province is owing to schools not being
properly graded.

Statement showing the monthly average fee rate in Government and
Aided Instit utions _

I GOVERNMENT / AIPBD

PROVINCE

Bombay

N.W. Provinces.

Rs. 3 Re. i
to to

Rs. i2Rs.io
Rs. 2 Rs. 3 As*
to to t°
Rs.4Ra.i6 R»*
Rs. 3 Rs. 3
to to
Rs. 5 Rs. 5
As. 8
to

Rs. io
Rs. 2 . .

Central Provinces . .

British Burmah .

As. 2 A. i A. I 2 pie
to to | to to
| Rs. 5 Rs. 4 Rs.2j Rs. li

A. I 3 P« A. l
to to to
Rs. 5 Rs. 8 Rs. 15
3 pie 3 P« 6 pie
to to to
Rs. io Rs. 15 Rs. 5
. . 6 pie 3 pie

to to

Rs. 5 A. 8

Rs-3 As. 2
to to
Rs. 8 R»*3
As. 4

1^5— Dir. of Arch.

312

SELECTIONS FROM EDUCATIONAL RECORDS

The statistics of fee receipts in the larger provinces are so
remarkable that I annex them in detail.

Statement showing i the total number of Pupils in Government
Institutions and the Fees paid therein as compared with
the total number of Pupils in Aided Institutions and the
Fees paid by them .

Government

pupils

Fees

Aided

School pupils

Fees

Rs.

Bengal

23,958

3,83,644

131,030

3*58*295

Madras

10,811

96,704

99*952

2,46,166

N. W. Provincess

19,828*

36,009

15,860

58,659

Punjab .

47,254

14,346

20,075

30,458

Oudh

23,707

15,655

4,066

11,611

Central Provinces

29,068

14,933

24,179

10,884

The inference from the Bengal and Madras figures is that larger
fees are paid in Government than in aided institutions; and this
is probably correct. But the inference from the statistics of the
other four provinces is exactly the reverse and to an extent which
is quite unintelligible.

As the fee receipts in aided schools are (under the rules in force
in these provinces) eligible for an equivalent imperial grant, it may
be hoped that these figures are strictly accurate; but I cannot under-
stand them. It is one advantage of the Bombay system that it is
open to no ambiguity of this kind.

In the Berars the fee receipts are so high that it is strange that
the grant-in-aid system has not been largely developed there. Of
the total receipts, Rs. 10,926, it may be noted that no less than
Rs, 6,429 were paid by the 7,602 lower school pupils, whereas in the
North-West, 82,308 pupils in schools of the same class paid only
Rs. 512. The contrast merits enquiry.

Whether pupils in lower class schools, maintained from the cesses
or locally, should pay any fee seems to depend on the state of educa-
tion in the district concerned and might be left to the decision of
the local boards. But some fee, if possible, should be the rule, the
amount being fixed so as best to ensure regularity of attendance
without being above the means of those for whom the schools are
intended.f

♦Excludes halkabandi pupils.

tin Bombay the fee is six pies from cess-payers* children and two annas
Others ; in the North-West no regular fees are paid in halkabandi schools.

WAVs AND MfcAtoS

3*3

On another point, however, some uniform rule seems desirab e,
and this is that fees should be charged from all pupils alike, irres-
pective of their being the children of Government servants or of
their being scholarship-holders. There seems no fair ground to
exempt the former or to add to the value of the scholarship gain

by the latter.!

(5) Subscriptions and Donations.- This item is interesting, as
showing in the several Provinces the amount of voluntary contribu-
tions to education from Government officers, eminent Native gentle-
men and others.

As regards Bombay, the Director remarks—

“The first of the new endowments made during the year-a (sub-
scription by the people of the Kolhapur Territory and *e Southern
Maratha Country to perpetuate the memory of the late Rajah Raja-
rama Chattrapati of Kolhapur by founding scholarships for poor
deserving students attending the Kolhapur High School-commemn
rates the 8 loss of a prince whose modest and earnest spirit marked him
promising exemplar of the Indian ruler educated under the
influence of thf British Government. His untimely death at Florence
on hls^way home from Europe, whence he was returning deeply
impressed Y by the strength and grandeur of high civilization, is in
every way a calamity.

“Minor donations are an anonymous gift of Rs. 1,000 for a prize
for the girls’ school at Dharwar, and the endowment of two scholar-
ships at Ahmednagar by Mr. Nilkant Bhagwant Mu e in memory of
his wife and son. A donation of Rs. 1,000, made in 1870 by Sir Salar
Jang for the benefit of the poor Mahomedan boys a«ending G -
ernment schools in Belgaum, has also not been noticed before.
(Paras 150-151, Report 1870-71.)

Of the other items under this heading it may be noted that the
Oudh return does not include the Talukdars’ subs-ipuon to nded
and private schools or their annual contribution to the Canmn ^
College amounting to Rs. 29,355. This is shewn under private

expenditure.

Under this heading the reports usually mention the _names of
those officers who have rendered valuable aid to educa ^
when education takes its proper place as a regular part of a D.stnct
Oflke^s responsibility— .o carry ou.

ment is the same kind of instrument m his hand that the Pol
tThe principle advocated is observed in Bombay but no t in Calcutta,

it4 selections ERom febiJCAttONAi. Records

fe^™™»^" epre “ ion o£ ctine - it ”“>■ •* h °p* d •>»' th '

accuracy of the figures taken from the reports cannot be guaranteed

rppSel 7 trUStWOTAy - “> ^ actual ilLffeS of Ss

“ WOaM be wel < " «* «Po« » Ao»
f “ d0Wm ““ administered by the educational depart-
ment m each province and how the trust is fulfilled. P

peratuitv ^ ead ! nga11 scholarships, given or bequeathed in

Bengal ,he Ta8orc ' R ^“ aad »•-- -o™.d,

(7) Miscellaneous — This item hardly calls for remark but the
components of it should always be shown.

th expenditure in Aided Schools- Having now gone

rough the items of income actually administered by the educational

assr* tut to f private expenditure * «

footing 10 from ^ thl S Stands on an <^7 different

tooting from the other items enumerated, and should I think

w a y s e separately shown and not mixed up with local funds or
:V nc 7 administered by the

It is true that under the rules generally i„ force in the Bengal Prel

oTS Gover 1VatC eXpCndltUre inclu ding fees, is one of the conditions
of the Government grant and that returns of such expenditure Z

^Tcemimv fo th^ ^ ** E ^ donaI De P artm «it; but still there
Iience the Bo^h °“ e ^ ” * h DOt attainable the other and

e ^ nditur ' qui,e

•ure on indigenous schools is repLemed io £ kf 2 «0 5 T
an imperial grant of Rs 48 , „ Ks 448 > 075 against

calculations fo both cases a^e m Je "" h ^ 7 * P ° SSible that the
to the same tests. I have theref S3me Way and sub jected

iKm trom the

— -

done in -* »— » -

which, and on which, ,he funds Ire ex^ndS!”' “ "" ^ by

SECTION II

3 li

Government Agency or the Educational Departments

The present Educational Departments were established under the
despatch of 1854 in supersession of the Boards and Councils of which
some account has been given in the first part of this Note.

For the selection and duties of the Directors and Inspectors, the
despatch provides as follows:—

“In the selection of the heads of the Educational Departments,
the Inspectors, and other officers, it will be of the greatest import-
ance to secure the services of persons who are not only best able,
from their character, position, and acquirements, to carry our sub-
jects into effect, but who may command the confidence of the natives
of India. It may perhaps be advisable that the first heads of the
Educational Department, as well as some of the Inspectors, should
be members of our Civil Service, as such appointments in the first
instance would tend to raise the estimation in which these offices will
be held, and to show the importance we attach to the subject of
education, and also as amongst them you will probably find the
persons best qualified for the performance of the duty. But we desire
that neither these offices, nor any others connected with education,
shall be considered as necessarily to be filled by members of that
service to the exclusion of others, Europeans or Natives, who may
be better fitted for them, and that in any case the scale of their
remuneration shall be so fixed as publicly to recognise the important
duties they will have to perform.

“The duties of the Inspectors were to periodically report upon
the state of those colleges and schools which are now supported and
managed by Government, as well as of such as will hereafter be
brought under Government inspection by the measures that we
propose to adopt. They will conduct or assist at the examination of
the scholars at these institutions, and generally, by their advice, aid
the managers and shool-masters in conducting colleges and schools
of every description throughout the country. They will necessarily
be of different classes, and may possess different degrees of acquire-
ment, according to the higher or lower character of the institutions
which they will be employed to visit; but we need hardly say that
even for the proper inspection of the lower schools, and with a view
to their effectual improvement, the greatest care will be necessary to
select persons of high character and fitting judgment for such
employment. A proper staff of clerks and other officers will, more
over, be required for the Educational Departments.

31^ SfiLEC+IOks FROM EDUCATIONAL ftjfe o ft ffe

“Reports of the proceedings of the Inspectors should be made
periodically, and these, again, should be embodied in the annual
reports of the heads of the Educational Departments, which should
be transmitted to us, together with statistical returns (to be drawn
up in similar forms in all parts of India) and other information of
a general character relating to education/'

As regards instruction, the despatch expresses a hope that for all
classes of schools trained native agency may exclusively be used not
only on the score of economy but also to give encouragement to that
class which our educational measures are calculated largely to
produce. Such a class is to be gradually collected of persons who
possess an aptness for teaching as well as the requisite standard of
acquirements and have been trained in normal schools which are to
be established for this purpose in each Presidency.

These orders have been generally confirmed by the despatch of
1859 which, however, enjoined a careful enquiry as to whether the
charges for supervision bore a fair proportion to the expenditure
of Government on direct measures of instruction. Reduction was
not, however, to be rashly decided on.

“In considering this question, it must be borne in mind that the
duty of the controlling officers is not merely to superintend the
institutions directly supported by Government, but that it is the
business of the Department to exercise a close scrutiny into all
the agencies in operation throughout the country for the instruction
of the people, to point out deficiencies wherever they exist; to
suggest remedies to Government, and bring the advantages of educa-
tion before the minds of the various classes of the community; to act
as the channel of communication on the subject between Govern-
ment and the community at large; and generally to stimulate and
promote, under the prescribed rules, all measures having for their
object the secular education of the people. It is evident that a very
inadequate opinion would be formed of the value of the agency
responsible for these varied duties, from a mere comparison of its
cost with that of the existing educational institutions of Govern-
ment, especially when it is considered that it has been necessary to
constitute the controlling establishments at once on a complete foot-
ing, while the establishments for direct instruction are naturally of
slower growth. After a full consideration of the grounds
on which the Court of Directors formerly gave their sanc-
tion, as a temporary arrangement, to the employment of
Covenanted Civil Servants in the Department of Education, Her
Majesty’s Government are, on the whole, of opinion that, as a

GOVERNMENT AGENCY OR THE EDUCATIONAL DEPARTMENTS 317

general rule, all appointments in the Department of Education
should be filled by individuals unconnected with the service of
Government, either civil or military. It is not their wish that offi-
cers now in the Department should be disturbed for the sole pur-
pose of carrying out this rule, and they are aware that difficulty
might at present be experienced in finding well-qualified persons,
unconnected with the regular services, to fill vacant offices in the
Department. But it is their desire that the rule now prescribed be
kept steadily in view, and that every encouragement be given to
persons of education to enter the Educational Service, even in the
lower grades, by making it known that in the nominations to the
higher offices in the Department a preference will hereafter be given
to those who may so enter it, if competent to discharge the duties/'

These orders have resulted in the following establishments in
each province:—

Number of Officers

Direction

Inspection

Instruc ion

Total

<L>

_i>

<L»

*§

Bengal

9 s

1,126

1,224

Madras

282

331

Bombay

1,409

1,444

N. W. Provinces .

696

774

Punjab

142

145

Oudh

144

1 55

Central Provinces .

249

269

British Burmah

Cooi g

Total

294

188

4,100

235

4,394

The Berais

388

394

Grand Total .

300

190

4,488

240

4,788

318 SELECTIONS FROM EDUCATIONAL RECORD

This abstract may be thus shown in detail as regards the hi gher

appointments

Bengal

Director of Public Instruction

First Grade

Inspector of Schools .
Principal, Presidency College

Number

Minimum Maximum Years for
salary salary reaching

per men- per men- maximum
sem sem

1,500 \
1,500 /

Second Grade

Inspector of Schools
Inspector of Schools
Principal, Dacca College
Principal, Hooghly College .
Professor, Presidency College
Professor, Presidency College

Inspector 1

Inspector

Principal,

Professor,

Third Grade

of Schools .
of Schools .
Krishnaghur College
Berhampore College
Patna College
Presidency College
Presidency College
Presidency College
Presidency College

Fourth Grade

10 Professors on 500 .

8 Assistant Professors on 500
Assistant Professor, Madrassa
Additional Inspector, Patshalas

Total

Grand Total

Cost per annum

27*250 37*ooo

12 12

3,27,000* 4,44,000

. Including the officers not within the classified list, and the Medical College
appointmeirtSjnthe Bengal Cwil list shows 84 educational appointments that cost
R s « 5,67,900 annually or about 30 per cent, of the net imperial grant. This is ex-
clusive of salaries in the ordinary schools. 6 1 ms is ex

320

SELECTIONS FROM EDUCATIONAL RECORDS

North-Western Provinces
Directoi of Public Instruction
Inspector, ist Circle .
Inspector, 2nd Circle .
Principal^ Agra College
Principal; Bareilly College
Principal, Benares College
Inspector, 3rd Circle .
Inspector, Kumaon Circle
Joint Inspector, 3rd Circle
Professors, Agra College
Professors, Bareilly College
Professors, Benares College

Total

Punjab

Director of Public Instruction

Present Scale

Minimum
Number ! salary
per men-
sem

Inspectors .

Principal, Lahore College
Principal, Delhi College
Inspector .

Professor, Delhi College
Professor, Lahore College

Total

Central Provinces
Director of Public Instruction

Inspectors ....

Head Master, Saugor High School
Head Master, Raepore High School

Total

Oudh

Director .....
Inspector .....
Inspector (Native)

Total .

Berars

Director of Public Instruction
Inspector .....
High School . . . .

Total

British Burmah

Rs.

2.000
1,250

1.000

r 750
•< 750
t 750

350
500
500
500
500
1,000
1,000

10,850

i,5°°

Maximum!

salary
per men-
sem

Rs.

2.250
1,500

1.250
i,oco "]
1,000 j
1,000 J

350 f
750 !
750 J
750 }
750 \

I,5°° '

1.500 J

/ 1,000

\ 1,000

f 750
750
750

500
500
500

7,250

{

1.250

750

500

14.350

2,000

1,250

1,000

750

9 ) 75 °

4,250

1,000

750

500

2,250

1,250

750

2,000

1,000

1,500

1,000

750

500

}

5,250

1,250

1,000

750

3,000

1,500

1,000

2,500

L250

GOVERNMENT AGENCV OR THE EDUCATIONAL DEPARTMENTS 3 2 1

Abstract

Minimum

Maximum

Number

salary

per

Years for
reading
maximum

mensem

Rs.

Bengal *

27,250

37,00c

Madras .

11.500

i5,coo

Bombay

i 3 j 5CO

I7>750

North-Western Provinces .

10,850

i4 5 350

Punjab

• *

7 j 2 50

9;75°

Central Provinces

• *

4,250

5,250

2,250

3,oco

Oudh •

Berars .

• •

2, COO

2,500

British Burmah .

• *

I,CCO

L250

Total .

• •

103

79.850

1,05,850

Cost per annum

•

9,58,200

I 2 , 70 , 20 C

The toal cost of these establishments, as proportioned to the
total annual expenditure in each province, may be thus shown in

detail *—

Director of Public Instruction

322 SELECTIONS FROM EDUCATIONAL RECORDS

atement showing the percentage that direction, inspection , and
ruction bear respectively to total educational expenditure

Province

Total

Jlducationa

expenditur

E XPENDITURE

Percentage of

<L>

~ *

Inspection

Instruction, including
all charges not coming
under columns 3' & 4

Column 3 on column 2

Column 4 on column 2

Column 5 on column 2 j

Rs.

—

Bengal

31,98,821

49,337

2,63,981

28,85,503

i*54

8-25

90-2

Madras

21 , 47,997

37,184

1,34,742

19,76,071

1*7

6-3

92.0

Bombay

24,13,630

43,778

1,72,525

21,97)327

1*8

7 *i 4

91*04

N. W. Provinces

19,39,452

38,440

1,87,071

17,13,941

1 9

9*6

88-5

Punjab

10,18,640

36,110

1,02,342

8,80,188

3*5

10 05

86*4

Oudh

4,37,648

19^220

44)749

3,73,679

4-4

10*2

85*4

Central Provinces

5,i3, i39 ;

20,399

62,512

4,30,228

3-98

12 * 1 s

83.84

British Burmah .

1,51,786

16,351

I )35)435jio- 77

$9*22

Berars

2,78,553

22,005

28,047

2,28,501 j

7-89

io-o6

32*03

Coorg

15,033

1,344

13,689;

8 94 <

?i*o 5

Total . 1

, 2 i,i 4 , 699{2

[

1,82,824

9,97,313:1,08,34,562;

l !

Ihe variation in the ratio of cost is trifling, and
prescribed in the educational code to test it by.

no standard

GOVERNMENT agency OR The EDUCATIONAL DEPARTMENTS 323

The percentages of charge are usually shown as above, but the
real point is what proportion the charges for graded appointments
bear to the net imperial grant in each province. This may be thus

shown:—

2 i

Province

Total
number
of gradedap-
pointinents

Total
maximum
cost per
annum

Net

imperial

grant

Percentage
of column
3 on

column 4

Bengal

4,44,000

18.65.985

Bombay

2,13,000

9.48,038

22'4

Madras

1,80 ,ccc

10,83,085

16 1 6

M. W. Provinces

1,72,200

1208,862

14' 2

Punjab

1,17, coo

6,46,845

18 • 1

Oudh

36,000

2,15:933

16 6

Centra! Provinces

63 ,000

2,76.982

22 *7

British Burma h

15)000

72 984

20-5

The Berars

30,ccc

2,37.433

12*6

103

12,70,200

65,56,057

19 '4

It may be here noticed that the higher grades of the Bengal
Service were placed on their present footing in 1864, a measure
which was not introduced into the other Provinces until 1870, and
that in revising this scale the object of the Government of India
was to open two parallel and equally attractive lines of duty to
Inspectors on the one hand and to Principals and Professors on the
other, each leading up to the Directorship, should the Local Gov-
ernment think fit to choose the Director out of the department.

In colleges the professorial staff has generally been selected by
the Secretary of State from the English Univeisities, and although
the Government has thus secured a body of officers of eminent calibre
and distinctions, there is some little doubt whether the material
they have to work upon is not, as a rule, disappointing.

The duties of the Directors and Inspectors are clearly defined in
the extracts above given. Jndging from the reports it would seem
that some Directors attach more weight to moving about their
districts and seeing things for themselves than others; and as regards
Inspectors, there seems in some Provinces to be a tendency to

324 SELECTIONS FkOM EDUCATIONAL RECOftftS

overload them with office work to the detriment of their regular
duties.* If stationery and printing were departmental charges, and
the required report on each school were to be restricted to a sheet
of ordinary paper containing printed questions against which the
answers have to be written, f office work might be reduced. It
would certainly be an improvement if the reports of Inspectors were
worked up in the annual report as contemplated in the code, instead
of being appended to them. The reports generally would be more
interesting if they were less departmental— especially in Madras
and Bengal— and told more of the results of education upon the
people. In the method and arrangement also of the reports there
is much discrepancy, as might be expected from the nature of the
subject. But I would still venture to suggest some principles of
uniformity which would be of much use for general comparison of
results. What seems wanted is (1) is a statement of facts in sections,
in such order as may be approved, each section being separate, and
appendices only being added when necessary, not in place of, but
in illustration of the Director's own remarks; (2) that the Director s
own remarks should conclude each section or statement of facts and
not be mixed up with them, as it is sometimes hard to distinguish
fact from opinion. If a uniform series of forms were added in sub-
stitution of the present very bulky J statements which no Director
could prepare himself, it would be a great help. Rough sketches
of the standard plans of school buildings, with the average cost,
would also be interesting and useful.

On one point, however, there seems to be a difference of practice
that calls for notice. In Bombay inspection means examination by
prescribed standards, with a record of the number of pupils in each
school that pass or fail. Such a record is a crucial test of the state
of a school. But this practice is not invariable. In some Provinces
it would seem from the reports that a few of the pupils are
examined, and a general opinion so formed is recorded on the state
of the school. Hence we find such remarks as “good/* “bad,”
“middling,” “very bad,” etc., remarks which, though no doubt valu-
able to the local head of the Department, are somewhat indefinite,
and do not enable the result to be tested by comparison with other
Provinces. Of course examination is a troublesome and expensive

♦See, for instance, Mr. Woodrow’s report. Bengal Report, p. 2 54 .

j*This is the Bombay practice.

Jin the Bengal Report there are pages of statistics like this : Name of school
“Jagadel,” grade “in different”, attendance “6” imperial grant “Rs. 240 other
income “Rs. 30”. It is difficult to conceive a more unsatisfactory explanation of the
expenditure of public money.

GOVERNMENT AGENCY OR THE EDUCATIONAL DEPARTMENTS 3^5

process, but there is really no other way of making inspection
thorough and uniform without it.

I would also suggest that every educational report should give a
numerical list of its staff for direction, inspection and instruction,
with their emoluments, showing the proportion of Europeans to
Natives in appointments over and under Rs. 250 a month, the limit
below which a discretion to create new appointments is vested in
the Local Governments by the provincial services Resolution ol
December 1870. As yet the Natives form a small element in the
higher grades, a point upon which I annex an extract from a Reso-
lution of the Government of India, which will be found in the
Parliamentary blue book of the 29th July 1870 already referred to *

“The Governor General in Council desires to record his appre-
ciation of the ability and devotion which many educational officers
have shown in the cause, and of the marked success which has
attended their efforts. But from this very success it is clear that,
although a very large European element in them was necessary at
first, the same necessity can no longer exist. Every year has added
to the supply of Natives available for a course of duty for which
many of them are naturally, and by good training singularly, wel
fitted; and to encourage Native talent in the higher educational
oosts is not only a natural result of our educational system, but a
duty of Government which His Excellency in Council believes will
be attended with great social and political advantages. In some
Provinces it is supposed that a supply of Natives has now been
trained, fully competent to perform those duties which have hitherto
been entrusted to the far more expensive agency recruited irom
English Universities.”

School Committees

It is to be regretted that the report give so very little information
about this part of the Government agency.

School commitees are, briefly, local boards of which the Civil
Officers and the Inspectors of Education are the presiding members
and on which Native gentlemen of position, interested in education,
are invited to serve. For the general powers and duties of these
boards, as instanced in Bombay and the North-Western Provinces,
I must refer to my Note of 1866-67. No agency can be of more
importance in uniting the Government with the people in the pro-
motion of education, and it is by such associations of Natives with
Europeans in the administration of affairs that the Government of

♦See page 307,

3^6 SELECTIONS FROM EDUCATIONAL RECORDS

India in sanctioning the provincial services arrangement trusted to
“enlist the assistance and sympathy of many classes who have
hitherto taken little or no part in the work of social and material
advancement.*"

The Bengal, Bombay and Madras reports are silent on the sub-
ject. The North-Western Provinces report simply says that the
committee have shown zeal and activity and have given valuable
assistance to the Inspectors. The Punjab Director on the other hand
says that the

“local committees of Public Instruction disjday little or no
activity, though individual members in different localities have
shown an interest in education. The Inspector hopes that by a
thorough reorganization a little more life may be infused into
these committees / 7

From Oudh the account is fuller.

Educational committees may be fairly placed amongst the con-
trolling agencies. When the Department was first formed, educa-
tional committees were established in every district in Oudh. But
during the year under review it was thought advisable to bring the
influence of committees to bear on each individual school. There
is now, I believe, no Government boys’ school in Oudh that has not
its working committee. The rules for the guidance of school com-
mittees are suspended in every school-room, and each member has
received a copy and a letter of appointment. The sub-committees
are not all thoroughly at work. But if inspecting officers, on their
visits of inspection, make personal enquiries regarding the members
of the committees, and see that some at least have relatives attend-
ing the school, their influence will be felt. The town school com-
mittees are not so active as the village committees. In every school
there is a minute book for the use of the school committee, and
members are desired either themselves, or through the Head Master
of the school, to record visits and proceedings. If these expressions
of their opinion receive due attention, and the members really feel
that they are not a nonentity, but that their supervision is prized,
and their advice gladly received, they will, I am humbly of opinion,
be of considerable service/*

In the Central Provinces the Director briefly remarks that
certain committees “have actively interested themselves in the
responsibilities committed to them by the administration/*

I venture to think that a complete system of primary schools
adequate for primary education iq totyns and villages, supervised

rRiVate Agency Or tHE gRant-iN-aiI) sYsxtAi

by tested or trained masters, aided and encouraged by the State
but managed in a great measure by the people themselves through
such local boards, should be the first and great object of our edu-
cational policy. Such a system would be congenial with the indi-
genous institutions of the country and of incalculable benefit to it.
And if by such agency instruction in morality and those great
truths that are common to all religions could be introduced* the
most urgent problem in our educational system might find a
solution.

SECTION III -

Private Agency or the Grant-in-Aid System

The statistics of area and population, of available ways and
mfeans, and of the educational departments, lead naturally to the
necessity of a system of grants-in-aid.

This is well put in the educational code.

“When we consider the vast population of British India, and
the sums which are now expended upon educational efforts, which,
however successful in themselves, have reached but an insignificant
number of those who are of a proper age to receive school instruct
tion, w r e cannot but be impressed with the almost insuperable
difficulties which would attend such an extension of the present
system of education by means of colleges and schools entirely sup-
ported at the cost of Government as might be hoped to supply,
in any reasonable time, so gigantic a deficiency, and to provide
adequate means for setting on foot such a system as we have des-
cribed and desire to see established.

“Nor is it necessary that we should depend entirely upon the
direct efforts of Government. We are glad to recognise an in-
creased desire on the part of the native population, not only in
the neighbourhood of the great centres of European civilisation,
but also in remoter districts, for the means of obtaining a better
education; and we have evidence in many instances of their readi-
ness to give a practical proof of their anxiety in this respect by com-
ing forward with liberal pecuniary contributions. Throughout
all ages, learned Hindoos and Mahomedans have devoted them-
selves to teaching with little other remuneration than a bare sub-
sistence; and munificent bequests have not unfrequently been made
for the permanent endowment of educational institutions,

“At the same time, in so far as the noble exertion of societies
of Christians of all denominations to guide the natives of India in
the way of religious truth, and to instruct uncivilised races, such
125 — Dir. of Arch

32® SELECTIONS FROM EDUCATION At, RECORDS

as (hose found in Assam, in the Cossya, Garrow, and Rajmehal
ftilis, and in various districts of Central and Southern India (who
are in the lowest condition of ignorance, and are either wholly
without a religion, or are the slaves of a degrading and barbarous
superstition), have been accompanied, in their educational estab-
lishments, by the diffusion of improved knowledge, they have
largely contributed to the spread of that education which it Is our
object to promote.

“The consideration of the impossibility of Government alone do-
ing all that must be done in order to provide adequate means for
the education of the natives of India, and of the ready assistance
which may be derived from efforts which have hitherto received but
little encouragement from the State, has led us to the natural con-
tusion that the most effectual method of providing for the wants
of India in this respect will be to combine with the agency of the
Government the aid which may be derived from the exertions and
liberality of the educated and wealthy natives of India and of other
benevolent persons.

“We have, therefore, resolved to adopt in India the system of
grants-in-aid which has been carried out in this country with very
great success; and we confidently anticipate, by thus drawing sup-
port from local resources in addition to contributions from the
State, a far more rapid progress of education than would follow a
mere increase of expenditure by the Government; while it possesses
the additional advantage of fostering a spirit of reliance upon local
exertions and combination for local purposes which is of itself of
no mean importance to the well-being of a nation/’

In accordance with these views, grant-in-aid rules have been
framed and published, adopted to the wants of each province, but
all based on the following considerations, (I) entire abstinence
from inteiference with the religious instruction conveyed in the
school assisted; ( 2 ) the requirements of each particular district as
compared with others; (3) the funds at the disposal of Government;
(4) adequate local management, local management meaning one or
more persons, whether private patrons, voluntary subscribers, or
trustees of endowments, who undertake the general superinten-
dence of the school and are answerable for its continuance for some
given time; (5) the consent of the managers that the schools shall be
subject to Government inspection and to any conditions* which
may be laid down for the regulation of such grants; and lastly that
the Government aid be to specific objects and 1 not (except in normal

*e.$. paymeni of fees.

private agency or the grant-in- aid system 329

schools) in the form of simple contributions to the general

expenses of a school.

The present rules for each province will be found, in extenso,
in Appendix A.

But these are not the only grant-in-aid rules. At the instance

Minute dated 29 th of the late Bishop Cotton and in behalf

October i 860 G f the rapidly increasing European and

Eurasian population especially in large towns and cities, Lord
Canning prescribed a special set of rules that were afterwards con-
firmed by the Secretary of State and are still in force. These rules
will also be found in the Appendix.

The rules for European and Eurasian schools as laid down ia
Lord Canning’s minute are more liberal than the ordinary grant-in-
aid rules. They offer ( 1 ) an equivalent of the amount collected as a
building and foundation fund and of the local annual contribution;
(2) the site, if Government property; (3) a pension for the head-
master if a clergyman.

The statistics of European and Eurasian schools are annexed:—

Number of
Schools

Number of
Pupils

j Total cost
to

Government

Rs.

Bengal ... .

i,57<5

Madras

3,996

84,715

Bombay

2,295

35,585

North-Western Provinces

554

27,840

Punjab

616

44,640

Central Provinces

5C8

7 , 8 ®o

Total

3 1 6

8,545

2,3(5,528

The schools are not separately noticed in the reports, but it may
be noted (1) that Lord Canning’s object was to benefit “the floating
population of Indianized English in our large towns and stations,"
and that he anticipated “the error of constructing a scheme above
the reach of those whom it is most necessary to benefit.” I believe
that Lord Canning’s anticipation has been fulfilled, and that the
schools aided under his minute are largely used by Government

331

330 SELECTIONS FROM EDUCATIONAL RECORDS

employees and others of the middle Anglo-Indian class and not by
the “profitless unmanageable community, possibly dangerous to the
State, a reproach to Government and a scandal to the Christian
name/* which he had in view. This opinion is somewhat confirm-
ed by the fact of a fund having recently been raised, by the late
Archdeacon Pratt, to render these schools more accessible to the
poorer classes; but it is doubtful whether even this fund will reach
the real objects of the original charity. Enquiry might be made on
this point and the reports should show fully what is ihe real
condition of the poorer Anglo-Indian community and what benefits
it has actually derived from the minute of 1860; (2) as the minute
has now been for ten )eat$ in operation, its provisions should be
formalized into regular rules with such modifications as experience
may suggest.

The present expenditure under both of these rules is shown in
the annexed table.

Statement showing the Statistics of grant-in-aid Expenditure in

1870-71

■ f

I j

Provinces

Colleges

. .....1

Schools

Total
Imper ial
Grant-in-
aid expen-
diture

Total net
Imperial
giant for
education

Percentage

No.

Grant

No.

Grant

Rs.

Bengal

-L-

-ib

3,839

5,10,407

5,35,307

18,65,985

28-7

Madras

9,235

3,353

3,26,278

3,35,513

10,83,085

30-9

Bombay

6oo

45,968

46,568

9,48.038

4 9

H.W, Provinces

2 4,033

316

1,77,745

2,01,778

12,08,862

16*7

Punjab .

55i

1,48,783

6,46,845

23*0

Oudh .

27,173

j 80

28,572

53,307

2,15,933

24*3

Central Provinces

I-

434

1 37,919

37,919

2,76,982

13* 7

British Burmah

25,962

72,894

35'6

Berars . . ,

: i

900

2,37 433

0 3

Coorg .

1 2

312

15,033

2*1

Total

85,941

8,724

13,02,846

13,86,349

65,71,090

21-8

PRIVATE AGENCY OR THE GRANT-IN-AID SYSTEM

To show in detail the work that several missionary societies are
doing and at what probable cost to themselves and to Government
a further statement is annexed:—

Statement of Educational Institutions in British India under the superintendence of
Missionaries or other Religious Associations and aided by Governmen t

Name of Missionary Society

yj !

|!|

Number of
Pupils

Estimated
private ex-
penditure
per annum

Governmen t
grant per
annum

A 0

Boys

Girls

Total

ben

GAL

Rs. As. P.

Rs. As P.

Church Missionary Society

3,960

201

4,i5i

54,754 9 6i

23,153 3

Free Churcn of Scotland

1,095

397

1,492

41,824 5 1

16,476 2 10

Free Church Mission

528

608

1,189 10 0

883 10 0

London Missionary Society

669

195

864

19,149 5 6

6,565 3 • 9

Other Christian Societies

90S

L924

2.902

1,28,855

51,753 6 6

Established Church of Scot-
land General Assembly’s

4,200 0 0

Institution

16,327 0 6

Society of Jesus

374

7,273 9 0

4,898 0 0

American Unitarian Mission

t 37

636 0 0

360 0 0

Romar Catholic Institutions

151

14,994 0 0

4 ,204 0 0

Society for Propogation on
Go pel

1.092

129

1,221

7,383 14 o'

15*369 2 0

American Baptist Missionary
Society

Baptist Missionary Society

266

230

496

3,280 0 0

3*388 80

1,276

506

1,728

5,006 4 1

4,065 8 0

Christian Vernacular Educa-

1,389

1,9 6 i3 0

tion Society

1,389

1 1,535 8 9

Welsh Missionary Society

1,03

1,087

2,7.2 0 0

1 3 *4 5 1 0

Total

394

.12,390

! 5,248

17,640

3,05,352 0 2i

1,40,303 6 ii |

MADRAS

Church Missionary Society .

201

6,309

G53I

7,840

65,882

26,997

Society for Propagatior of
Gospel .

1 41

5,171

820

5,99*

65,750

36,573

Free Church of Scotland
Mission . •

1,735

725

2,460

40,368

18,096

London Missionary Society.

1,265

606

1,871

20,260

10,715

Wesle yan Miss ionary
Society .

1,190

502

1,692

27,466

; 11,100

German Missionary Society.

3°9

408

3,795

L539

Roman Catholic Missionary
Society .

2,287

1,03c

3,317

34,862

15,468

Other Missionary Societies .

2,726

947

3,673

87,559

33,767

Total

483

t n

i 6,260

L !

27,252

3,45,945 3

i, 54,25«

9 ic

♦This statement does not include unaided Mission aiy Institutions about which co

returns are received.

332

SELECTIONS FROM EPU CATION AX- RECORDS

Name cf Missionary Society

Number of
schools

Number

Pupils

Boys Girls

Total

Estimated
private
expenditure
per annum

Government
grant per
annum

1 i

Rs. As. P.

BOMBAY

Central Division

Free Church Mission School. 4

Under the Roman Catholic
Bishop .... 1

Society for Propagation of
Gospel ... 2

Roman Catholic Bishop and
Clergy .... 6

Scottish Orphanage Com-
mittee ... 1

General Assembly . . 1

Free General Assembly . 1

Diocesan Board of Educa-
tion . 7

Society of Jesus . .1

Church Missionary Society . 4

Northern Division

Irish Presbyterian Mission . 14

North-East Division

Chureh Missionary Society . 5

Southern Division

Cantonment Chaplain,
Belgaum . • . 1

Roman Catholic Chaplain,
Belgaum . .1

Sind

Church Missionary Society . 2

Total . . .51

PRIVATE AGENC* OR THE GRANT-IN-AID SYSTEM

333

ti-i

® w Number of Pupils Estimated Government

Name of Missionary Society &•§ . private grant per

g o expenditure annum

P % Boys Girls Total per annum
Z

Rs. As. P. Rs. As. P.

north-western provinces

Church Missionary Society . 39 4,319 755 5 >°74 72,74° 12 049,281 0 o

Society for Propagation of

Gospel . . 7 909 9°9 135686 2 o 13,320 o o

London Missionary Society 6 1,295 185 1,480 I3534 2 1 6 11,193 *4 °

Ladies’ Association . . 3 . . 174 174 7 A 7 & 7 0 6,360 o o

American Presbyterian Mis-
sionary Society . . 12 765 422 1,187 27,251 10 o 11,020 o o

American Methodist Episcopal

Missionary Society . 30 2,196 618 2,814 39>353 8 0 24,024 o o

Roman Catholic Missionary

Society .... 3 268 148 406 11,761 13 o 7,080 0 0

Diocesan Board of Education 1 123 . . 123 4,600 4 o 6,ooo .00

Baptist Mission . . 1 Information not given. 162 o o

Total . 102 9,875 2,292 12,167 1590,212 9 o 1,28*440 14 o

PUNJAB

Society for Propagation of

Gospel

532

252

784

I 4 > 39 °

9549 °

American Presbyterian Mis-

sion ....

3,868

206

45074

3°5337

21,704

Church Mission

2,036

54 °

2,576

27,188

20,031

Church of Scotland Mission

433

465

55151

2,880

Christian Vernacular Educa-

tion Society .

35243

1,800

Moravian Mission

20 I

300

Total

118

6,917

I 5 O 30

75947

80,310

60,205

OUDH

American Missionary Society

17 ;

629

j 174

803

8,302 0 0

7,056 0 0

Church Missionary Society .

603

! 90

693

6,453 0 0

4,252 12 0

Zenana Mission

1,800 0 0

360 0 0

Total

1,232

j 316

1.548

16,555 0 0

m ,668 12 0

CENTRAL provinces

Church Missionary Society .

284

, ,

284

45379 15 0

' 3,600 O 0

Free Church Mission

479

6,094 0 0

5,600 O O

Roman Catholic Mission

283

144

427

4,216 6 0

2,880 O O

Bishop’s School

3,700 4 0

2,040 0 0

Total

1,099

172

1,271

18,390 9 ©

14,120 0 0

334 SELECTIONS FROM EDUCATIONAL RECORDS

Name of Missionary Society

Number of
schools

f Number of Pupils

Estimated
private
expenditure
per annum

Government
grant per
annum

Boys |

Girls

Total

Rs. As. P.

BRITISH BURMAH

Society for Propagation of |

t 8

626

115

74i

Information

7.415 0 0

Gospel

Roman Catholic Mission

508

317

825

not given in
statement
from British

8,900 0 0

American Baptist Mission .

131

3/43

127

3.770

Burmah.

13,414 0 0

Total

146 |

4.777

559

5)336

29,729 0 0

THE BERARS

Christian School at Yeotmahall i I 18 I . . ! 18 i 900 o o I 900 o o

MYSORE AND COORG

Roman Catholic Mission

769

423

1,192

7,750 9 0

5,760 0 0

Wesleyan Mission

683

489

I3I72

15,152 4 0

6,576 0 0

London Mission

334

561

895

18,109 12 0

2,880 0 0

Church of England

249

181

430

21,247 10 0

8,340 0 0

Church of Scotland ■

4,721 10 0

2,400 0 0

German Mission

687 0 0

72 0 0

Total

2,138

1,654

3.792

67,668 13 0

26,028 0 0

Abstract Statement showing the total expenditure throughout British India in 1870-71,
on aided Educational Institutions under the superintendence of Missionaries or other
Religious Associations

Number

Number of Pupils

Estimated

private

Govern-

ment

Province

Schools

Boys

Girls

Total

expenditure
per annum

grant per
annum

I. Bengal

394

12,392

5,248

17,640

Rs.

3 . 05.352

Rs.

1.40,303

2. Madras

4S3

20,992

6 3 26 o

27,252

3 . 45.945

1 . 54.259

3. Bombay

5 i

4.523

808

5.331

1 . 39.544

35,789

4. North-Western Pro-
vinces

102

9)875

2,292

12,167

1,90,212

1,28,440

5. Punjab

118

6,917

1.030

7.947

80,310

60,205

6. Oudh

1,232

316

1.548

16,555

11,668

7. Central Provinces

1,099

172

1,271

18,390

14,120

8. British Burmah

146

■ 4,777

559

5.336

1 29,729

9. The Berars

900

10. Mysore and Eoorg

2,138

1,654

3.792

67,668

26,028

Grand Total .

1.375

63,963 j

13,339

82,302

11,64,879

6,02,445

Such, then, are the rules and such the results.

PRIVATE AGENCY OR THE GRANT-IN-AID SYSTEM 335

As to the way in which the several rules are worked, I must refer
to the Note for 1865-66, but briefly it may be said that in the Bengal
Presidency the grant is as a rule measured by the local contribution.
In Bengal proper the grant to colleges may not exceed one-third of
the private income which in all cases includes fees; the grant to hig
schools may not exceed one-half; to middle class schools, in which the
expenditure is more than Rs. 30 monthly, it may not exceed two-
thirds of the private income; in no case may it exceed the private
income. In the other provinces of the Bengal Presidency the grant
to any kind of school must not exceed the local income and!, as in
Bengal Proper, its continuance is subject to satisfactory results of
regular inspection.

In the Central Provinces, British Burmah and the Berars the
payment by results system has also been applied to the lower class
schools.

In Bombay the large majority of the schools receive aid on the
results system only, according to fixed standards and fixed scales of
payment.

In Madras, lower class schools may be aided on the results system,
while higher schools receive teacher grants, teachers being divided
into (1) certificate holders, who have passed a prescribed standard
of examination and are eligible for a grant not exceeding the private
income paid to them by the managers of the schools; and (2) not
holding certificates;— these teachers are eligible for a grant not ex*
ceeding half the managers' contribution.

In all provinces special and building grants are made, subject as
a rule to the condition that the Government grant must not exceed
as a maximum the local contribution.

Such, briefly, is the grant-in-aid system in India, and of it may
almost be said, “ab exiguis profecta initiis, eo creverit ut jam magni-
tudine laboret sua.” While no one will regret its growth, all will
admit that the system should be watched and directed lest instead of
being a grant for education it may become a grant to maintain the
so-called vested interests of those engaged in education.

How to make grants go furthest and best in the promotion of
education in India is a difficult question, more especially when all
kinds of education are to be encouraged and there are so many
different stages of civilization, often in a small area, to deal with.
The question has been discussed in files of vast bulk, but generally

125 Dir. of Arch. — 22

PRIVATE AGENCY OR THE GRANT-IN-AID SYSTEM

337

336 SELECTIONS FROM EDUCATIONAL RECORDS

the discussion has, I think, been confined to too narrow limits, for
it cannot be separated from the question of Government educational
institutions or from the general principle on which the action of the
State in establishing them is based and guided. To maintain schools
for higher education is not, like mass education, a necessaiy State
duty, and the State undertakes it knowing that most things are
worse done by Government than they would be by individuals for
themselves, as no advantage compensates for the inferior interest in
the result* and as every fresh function is another occupation imposed
upon a body already overcharged. Even mass education is only an
exception to this rule, because the people who are most in need of
it are usually the least desirous of it, and most incapable of getting
it by their own lights. Therefore, in the matter of education, the
Government goes further than in other things, and especially so
when there is a wide distinction between the governors and the
governed or any section of them. Still the Government wishes to
avoid monopolizing the provision, but restricts itself, as far as prac-
ticable, to aiding local effort in such a way that the aid shall not in-
crease or perpetuate the helplessness of the people, but shall encou-
rage and foster any rudiment of individual exertion or public
spirit.

Upon this principle the Government in India founds its own
educational institutions or aids private ones, the latter measure being
more within its proper province than the former. And so far as this
principle is concerned, there is no difference between Government
and private institutions. In the one case the Government takes the
fee receipts as a set-off against its own outlay, in the other it accepts
the private outlay; in both cases the net cost to Government of the
pupil’s education is smaller than the gross cost, and as a rule smaller
in the aided than in the Government institutions. Hence both
classes of institutions must be considered together in coming to any
decision upon the grant-in-aid system.

But although in one sense Government and aided institutions
are on the same footing, practically they are opposed to each other.
They are rivals competing with each other, and the Government in
maintaining both together is bidding against itself and is checking
with one hand what it promotes with the other. The great obstacle
to the grant-in-aid institutions, in Bengal at all events, is the rivalry
of the Government institutions which carry off the best pupils be-
cause of the prestige attaching to a more expensive staff, and though
their fees are higher, the higher fee is readily paid for an article
more in demand. How, for instance, can the six aided colleges in

Bengal be expected to prosper by the side of the Government col-
leges which attract all the best students? And it is the same with
the schools.

But the aided institutions, colleges and schools, are for the most
part managed by missionaries, and it may be urged that it is unjust
to the people of Bengal to drive them into the hands of the missio-
naries who look upon education as a means to conversion. The ob-
jection implies the proposition that the real demand for high edu-
cation which the present state of civilization in Bengal ensures will
not create a supply, and that after enjoying it for so many years,
the Natives, if left to themselves, would not even, when aided by
the State, attempt to supply this demand. If it be doubtful whether
such an attempt would be made if the Government were gradually
to withdraw from direct competition, it is hardly doubtful that so
long as Government maintains such competition no attempt will be
made; for it would certainly fail. It would seem, therefore, that
the present system does not encourage and foster public spirit or
individual exertion but perpetuates and increases the helplessness of
the people. If the Hindu community could found and maintain an
Anglo-Indian college for themselves in 1815 to supply an abvious
want then, are we to suppose that if there were no other means of
supplying this want, they would be unable to do so in 1872, when
the want is so much more obvious? I think it would be an injustice
to the Bengal community to suppose that the wealth and ability
that assembled in the Town Hall of Calcutta on the And July 187C
to discuss this very subject could not do far more ably and sucess-
fully what their grand-fathers did before them 57 years ago.

The obvious inference is that if the Government wishes to rest-
rict itself to its more proper province and to promote higher educa-
tion by the grant-in-aid system, it must retire from direct competi-
tion with it.

This measure was distinctly contemplated in the despatch of
1854, but it has not as yet, I think, been anywhere acted upon.

“We look forward to the time when any general system of educa-
tion entirely provided by Government may be discontinued, with
the gradual advance of the system of grants-in-aid, and when many
of the existing Government institutions, especially those of the high-
er order, may be safely closed, or transferred to the management of
local bodies under control of, and aided by, the State. But it is far
from our wish to check the spread of education in the slightest degree
by the abandonment of a single school to probable decay; and we,
therefore, entirely confide in your discretion, and in that of the

SELECTIONS FROM EDUCATIONAL RECORDS

PRIVATE AGENCY OR THE GRANT-IN-AID SYSTEM

339

338

different local authorities, while keeping this object steadily in view,
to act with caution, and to be guided by special reference to the
particular circumstances which affect the demand for education in
different parts of India/*

The next point is how should the aid be dispensed.

The requirements of a perfect grant-in-aid system seem to be (1)
that while it encourages initiatory effort there be no extravagance,—
the State must get fair return in education for its outlay in money,
the return, of course, being cheaper to the State than it would cost
the State itself to produce; (2) the value of the return must be as-
certainable by a simple, uniform and unerring test; and (3) the in-
terest of the State must be made identical with that of the recipient
of the grant.

Whether these conditions are fulfilled generally in the Bengal
Presidency is not clear,* but there is some doubt about them in
Bengal Proper where the growth of the system is most marked.

In 1860-61, the whole number of institutions in Bengal Proper
receiving grants-in-aid was 289 and the annual aggregate grant to
them Rs. 97,764. In the year under review, the institutions were
3,845 and the grants Rs. 5,35,307. The Director himself considers
that the existing rules secure efficient management, and that careful
administration is all that is needed to prevent abuses, in which view
he is supported by some of his subordinates.

Of the Inspectors, however, one approves of the existing rules
if but slight alterations were made/* Another declares “the system
good for comparatively large schools having intelligent men placed
over them as managers/* but “not adapted with all its technicalities
to deal with small village schools.*' A third quotes the statements
of his Deputy Inspectors, some of whom uphold the present system
while others pronounce it radically wrong and wholly unadapted to
the requirements of the people; one of the latter observes that “any
one who has had anything to do with the aided schools may justly
remark that the grant-in-aid system does not suit, this country; that
it leads to fraud in payment which no amount of vigilance on the
part of the Inspecting Agency can suppress and that it saps the
foundation of morals/* A fourth Inspector strongly condemns the
system. He declares his total want of confidence in the accuracy of
the accounts kept by schools.

*In the North-West and Punjab I notice that the same grants seem to be given
year after year, and that the schools accept them as a permanent source of income.
Th’s, I think, is inconsistent with the progressive principle of the grant-in-aid

system.

“This is a matter of opinion on which I know other experienced
officers do not hold the same opinion that I do, but I have, from my
first day in an Inspector of School's Office, considered It a grave
defect in our grant-in-aid system that under it this suspicion can
never possibly be cleared. The maintenance of a system of account
so strongly suspected not to be genuine has a very prejudicial effect
on the school-masters, on the educational officers, and on the boys
themselves."

The inference seems to be that in the Bengal system there is no
absolute guarantee against extravagance, as payments are not by
results; no simple, uniform and unerring test of the local equiva-
lent, for the main condition is local expenditure which leads to com-
plication and possible fraud; and that whereas the interest of the
Government is to get the best result for the money, the interest of
the manager is to get the largest grant he can.

But it does not therefore follow that the Bombay system of pay-
ment by results should be introduced. The Bombay system, though
admirable for primary schools, is adapted only to a very low stage
of progress in higher education; it does not encourage initiatory
effort to which it offers only a distant and uncertain payment; and
it is impossible that it should be long maintained in Bombay. The
only permanent and legitimate payment by results, in an advanced
society, for high education, is the demand for educated men. If
introduced into Bengal, the Bombay system would result in many
schools that are now unaided by Government getting large and
unnecessary grants, while other schools, deserving but badly situated,
would be starved out.

I venture to think that the system best adapted for an advanced
stage of progress like Bengal, for all schools above primary schools,
would be a compound between the Madras and Bombay systems,
taking the good points in both. It might be worked thus: (1) all
existing grants might be commuted after due notice for results
grants, the results being tested by examination in prescribed) stand-
ards as in Bombay, and the payments calculated so as to approxi-
mate roughly and at first to the present payment; (2) new grants to
schools not yet existing should be offered on the Madras system, i.e.,
the master, if a certificated man, should get a certain salary calculated
according to his certificate, but not according to the local payment,
if he has no certificate either from a University or from a normal
school, he should only get half this sum, and then only on positive
evidence of competency to keep the kind of school he intends to
open; this grant would of course be conditional on satisfactory re-
sults of inspection as now; (3) after 5 years, such salary grants

340

SELECTIONS FROM EDUCATIONAL RECORDS

should be commuted to results grants on the system proposed for
application to existing grants; (4) after 5 years on the results grants
system, the Government payment might be reduced by 50 per cent;

(5) lastly, after 5 years on the reduced scale, the Government pay-
ment should cease altogether, as by that time, if the master is a com-
petent man and there is a real demand for the kind of education
given, the school ought to be self-supporting.

The advantage of this system would be that Government would
ensure a proper return for its money; schools if effective would
receive public aid in proportion to their tested efficiency and would
be kept up in a progressive stage and by the strongest stimulus to
their best pitch; all concern of Government with private expendi-
ture would cease: schools would be helped on to a self-supporting
footing; the profession of school-master would be improved, for
the best men would earn the largest grants; and lastly the Govern-
ment would not be producing an unnatural supply of comparatively
highly educated men irrespective of the real demand for them and to
the detriment of the many hundreds of youths who in Bengal obtain
high education every year for themselves without any Government
aid at all.

I believe that if liberal building grants were also given, there
would be no risk of managers not coming forward to ask for salary
grants. And it should not be forgotten that the great economy of
salary grants is that they do not involve pensionary grants, Jf the
latter charge could be shown, as it ought to be, the real cost of educa-
tion, and especially of higher education, would be very much in
excess of current belief.

As for primary schools for the masses, the best possible modus
operandi is already in force in Bengal and British Burmah, and only
requires to be supplemented by testing the results as in Bombay;
and the question of funds as the basis of imperial aid has been solv-
ed by such Acts as the Bengal Act X of 1871, Madras Acts III and
JV of 1871 and Bombay Act III of 1869 and the cesses established
already in Northern and Central India.

SECTION IV

Educational Machinery or Schools

INDIGENOUS SCHOOLS

Before coming to the regular parts of the educational machinery,
it is necessary to show what is the present condition in each province

EDUCATIONAL MACHINERY OR SCHOOLS— INDIGENOUS 341

of the indigenous schools, i.e., the purely native schools not improved

up to the Government standard.
The statistics of them are—

Province

Indigenous Schools

Number

1 Pupils

Bengal
Madras .

Bombay .

Sind

North-Western Provinces

Punjab

Oudh

Central Provinces
British Burmah
The Berars
Coorg

Total

Not known

Not known.

1,210

33=265

273

5=716

4,665

54,575

4=133

50,551

507

4=257

227

4>502

3=778

48,842

2,308

249

14,921

204,265

As an account of what is being done in one province may often
offer valuable suggestions to another, I shall now illustrate these
statistics by extracts from the reports: —

Bombay

“Our lowest new vernacular standards have been madie exceed-
ingly simple. If this is a step to meet the indigenous schools, it is
in my opinion a step in the right direction. Nothing can be made
of the indigenous schools without training the masters, and to sub-
sidize them as they are would be nearly as expensive as to super-
sede them by cheap Government schools, which latter I consequently
prefer to do.

“It has been said, ‘so long as a single school on the indigenous
system is supported by the voluntary contributions of the people,
so long there is a heavy condemnation on the present system' of
Government education/ and it is proposed to inspect and make
grants to the indigenous schools. This criticism was based on the
statistical tables printed at the end of last year’s report, and it was
satisfactory to see them weighed and commented upon by a native
newspaper. I will now offer a table which will show the reader
that if the Educational Department has not absorbed, or found a

EDUCjAlioNAL MACHINERY OR SCHOOLS— INDIGENOUS

342 SELECTIONS FROM EDUCATIONAL RECORDS

method of subsidizing the indigenous schools, it has at least not
been idle during the last generation.

184.

Number of pupils in
Government schools

Number of pupils in
indigenous schools

Total

1871

Number of pupils in
Government schools

Number of pupils in
indigenous schools

Total

6,787 j

j29,628

36,415

Total

99>470j

22,233

1,22,703

“There are many reasons why the indigenous school should not
always be abandoned in favour of a Government school, e.g., pro-
pinquity, custom, the fact that the indigenous school-master is the
people's man, but the departmental school-master is the Govern-
ment’s man. The indigenous schools are either worthless or they
are not. If they are worthless, it is waste of money to subsidize
them. If they are of some little use, they are working sidle by side
with the Government system, in support of which the available
public funds are fully engaged. Let it be borne in mind that while
there are nearly 40,000 villages and hamlets in the Presidency, ex-
clusive of Sind, there are as yet only 2,389 Government primary
schools.

“I have expressed myself strongly against aided primary schools
which are not under competent managers. I fear that the present
indigenous schools are not worth the subsidy, which would enable
me to add them to my returns. Further inquiry respecting them
is now in progress. But I think that more might have been done to
consult the popular taste in the most elementary Government
schools. This, however, was admitted last year, and measures have
been in progress for some time to effect this improvement by open-
ing branch schools for very elementary instruction, and by assign-
ing more time to Modi and Mental Arithmetic in the simple lower
standards of the vernacular school course/ — (Extract from Directors
Report , paragraphs 49, 120 to 122).

North-Western Provinces

“I have made this class of schools a subject of particular inquiry
this year, with a view of information as to their condition just now.
There is plenty of vitality. I should say they have improved on the

343

whole, and that a better class of books is being read. Their aim
and the amount of scholarship they impart are the same as they
have been for hundreds of years probably. They are wanted by four
sets of people chiefly—

“(1) The sacerdotal class.

“ (2) The amla, who chiefly care to learn Persian, and write Per*
sianized Oordoo in the Courts— chiefly Mahomedam.

“ (3) The upper classes of society, who dislike to allow their sons
to go to schools with the common herd.

“ (4) The traders, who want a little special teaching in bazar ac-
counts.

“Other causes, such as the reputation or amiable character of a
particular teacher, or the want of a Government school or a free
school in the place, make them a necessity.

“The following information is given by the Ofhi iating Inspector
of the 1st Circle and his subordinates:—

“ (1) ‘In Persian schools Government educational books are not
usually read.

“ (2) ‘The Mussalmans especially do not like the Government
course of study.

“ (3) ‘There are nine schools in the Secundra Tehseel, which
flourish in spite of the existence of the Hulkabundee schools in the
same villages.

“ (4) ‘The people generally regard the study of history and geog-
raphy as a waste of time.

“ (5) ‘Agriculturists and the lower orders send their sons to the
Hulkabundee schools.

“ (6) ‘In Atrowli Tehseel the zemindars are chiefly Mussalmans,
and maintain Persian schools at their own expense.

“(7) ‘Although all the Native gentlemen of Atrowli have a high
opinion of the ability and attainments of the Tehseelee teacher, and
although there is also an English school in the town, yet they main-
tain eight private schools, the average number attending them
being four, because they will not allow their children to sit by the
side of those of mean birth. I am inclined to think the course of
study is their principal objection, although it is only natural that
men of rank should prefer either to engage the services of a pri-
vate tutor, or to send their sons to a school where gentlemen's sons
125 Dir of Arch

EDUCATIONAL MACHINERY OR SCHOOLS— INDIGENOUS

34* SELECTIONS FROM EDUCATIONAL RECORDS

only are admitted. And here the idea naturally arises whether it
would not be judicious on the part of Government to establish
a school or two of this kind by way of experiment at some central
localities, namely, Persian and Arabic schools for the Mussulmans,
and Sanskrit schools for the Hindtus. I do not mean either that
Sanskrit only should be taught at these, or simply Persian and
Arabic at those, but that a course of oriental literature that may
commend itself to the upper classes should be introduced. Grati-
fied in these respects, I feel persuaded that the endeavours of Go-
vernment to spread ‘general education' will be met half-way by
those without whose influence and co-operation all efforts to affect
the masses will assuredly fail.’

The items of information afforded by the Deputy Inspector of
Mozuffernuggur are equally interesting.

“They are as follows:—

(1) A person who has a school in his own house, gives the
teacher food and from Rupee 1 to Rs. 4 a month.

“ (2) ‘There is no settled fee in the case of other persons sending
their children, but beginners generally give the teacher one or two
annas a month; those more advanced, four, eight, twelve annas,
one rupee, and so on. They generally give four annas.

(3) ‘No Hindu keeps a school open to others in his own house.

(4) A Hindu teacher gets a house lent him, and every week
gives a holiday, and receives remuneration in money or kind from
his pupils. They also pay him so much on arriving at different
degrees of proficiency. Teachers of the Kuran do not ask for any
remuneration, and are generally priests and callers to prayers

(muazzans). They get small alms, however, in the shape of clothes
and food. The lower orders proceed to mosques to read with the
priest or the caller to prayers, but the higher classes maintain a
teacher of the Kuran at their own homes, and remunerate him
as explained above in the case of ordinary Persian schools.

(5) The average monthly fee per pupil throughout the schools
is three annas, and sixteen the average number of boys at a school.
There are no classes, and the pupils are generally reading different
works, or different portions of the same work.

(6) In most schools some objectionable books, as the ‘Nairun-
gishq. and Bahar-i-danish’ are still read, but this practice is not so
prevelant as formerly, and most boys read the ‘Oolistan,’ ‘Bostan/
and ‘Selections from the Letters of Eminent MenV

345

(7) ‘The Deputy Inspector of Meerut states that the people
consider the course of reading in Government schools will never
enable their sons to write correctly and elegantly, and that they
consequently regard it with contempt.

“My own experience has shown me that, as a rule, the Hulka-
bandee boys who write most correctly are those who write Oordoo
and who have been educated for various periods at these Desi
schools.

“(8) A very small proportion of the boys in this class of schools
read the Government educational books.

“ (9) There are eight female schools in the District of Moradabad
and there are 180 girls attending this class of schools in Shajehan-
pore.

“ (10) In the District of Saharaunpore there are twenty Desi female
schools.

“All the girls are of the Mussalman persuasion and are receiving
religious instruction.’ 1 - {Extract from Report , 1869-70, paragraphs
206 to 209.)

“The indigenous schools are far more numerous than the Hub
kabandee schools, yet the latter contain on an average three times
as many boys as an indigenous school. No grammar is taught, and
no classification of the boys is attempted, each pupil receiving singly
his modicum of instruction. The attendance is irregular, the in-
struction very elementary, and the teaching poor. The Inspector
proposes that these schools should be assisted, encouraged and im*
proved on the grant-in-aid principle. Without local knowledge I
speak with hesitation, but the plan does not appear to me to be
immediately practicable. I do not think it likely that the Pundit
will at once give up their primeval mode of teaching, and quality
themselves for giving instruction in the books which are used 1 in
our schools.”— (Extract from Report , 1870-71, paragraphs 164-166.)

Punjab

“According to the statistics supplied by district officers, on which
however, very little reliance can be placed, there
Indigenous schools ar e 4,133 indigenous schools which receive no aid
from Government. They are supposed to con-
tain 50,551 boys, of whom 29,084 are Muhammadans. As I have
reported on former occasions, there is no machinery in existence by
means of which reliable information regarding the statistics of indi-
genous schools can be obtained. A very large proportion of the

34^ SELECTIONS FROM EDUCATIONAL RECORDS

boys learn the Quran by rote, a considerable number learn the mul-
tiplication table and banias’ accounts, and many study Persian
which is generally taught in a most unintelligent manner, though
there are of course some schools where a sound knowledge of the
language can be obtained. Urdu is very seldom learnt in indige-
nous schools, as the boys trust to obtaining a sufficient knowledge
of the vernacular by means of their Persian studies.”— ( Extract from
Report 1870-71, paragraph 145.)

Oudh

“I am afraid that the statistics of these schools, now presented
for the first time, are somewhat incomplete. The number of insti-
tutions is returned at 507, their pupils at 4,257, and the average
attendance at 2,699. As no registers are kept by the masters, the
inspecting officer merely counts those boys that he finds present at
each visit, adds the product and divides the result by the number
of visits, so that the average attendance is very roughly calculated.
In the same way the total cost of these schools, entered at
Rs. 11,433, is scarcely reliable. They are very thinly attended, ex-
cepting three which contain 80 pupils, one of these last schools
aims to teach Kaithi and multiplication tables; anything beyond
this is considered useless. In others, old Persian and! religious books
are taught, such as Kareema, Mamukeema, Gulistan, Bostan, Diwan
Ghani, Kuran, 8cc., 8cc., which they repeat by rote, without under-
standing the sense. Grammar and arithmetic are altogether neg-
lected; and the knowledge of history, geography, and mensuration,
taught in our village schools, is considered to be useless. I always
try to introduce our school books into these muktubs. In a muktub
at Abdullah Nuggur held at the door of Suttar Hossain, zemindar,
I awarded a copy of Wakiat-i-Hind and Huqaiq-ul-Moujudat to his
son, and explained to him their usefulness. On my next visit, I
found both of those books were studied by the son of the zemindar,
and I then advised him to take up geography and arithmetic, and
I hope he followed my advice.

“Of the 4,000 pupils, upwards of 2,000 learn Persian, 1,000 Hindi,
256 Sanskrit, and 242 Arabic. The Sanskrit and Arabic schools may
be regarded as religious schools, or schools for Jotishis and Bhats,
it will not be difficult to bring these indigenous schools within
the scope of the Government system, provided Sub-Deputy Inspec-
tors are appointed to each district. If aid were given under the
payment-by-result system, not only would the schools increase but
they would improve. Great care would be necessary; and unless
Sub-Deputy Inspectors were entertained, the systenj could not be

EDUCATIONAL MACHINERY OK SCHOOLS— INDIGENOUS 347

carried out. For at present both Inspectors and Deputy Inspectors
have quite as much as they can possibly accomplish.”— ( Extract from
Report , paragraph 176.)

Central Provinces

“Of purely indigenous schools unaided ( i.e ., unassisted by any
annual or monthly grant but in some cases desirous of aid under
the system of payment-by-results) there has been an aggregate in-
crease of 50. For my own part I should like to see a gradual with-
drawal of all permanent aid, whether from provincial revenue or
from cess, from schools of this class, and the substitution of the
capitation system of aid. Captains Lugard and Saurin Brooke and
Mr. Chisholm are, however, of a different opinion, I append an
extract from the last-named officer's report which clearly explains
that view of the question: ‘It is clear that village schools support-

ed by the Cess Fund must, in comparison to the wants of the people,
always be few; but what is required is that these few village schools
should be thoroughly efficient institutions, and that they should be
surrounded by rudimentary indigenous schools, the most promising
pupils of which might be drafted into the nearest Government
schools whenever feasible. In all cases when an intelligent land-
holder has a son, and there is no vernacular school, he usually en-
tertains a literary character of some kind. Pandit or Prohit, to
teach his boy; such being the case, it is easy to arrange that other
boys receive instruction at the same time, and a foundation is laid
for a regular indigenous school. This is the system now started
in the district, and it is proposed to grant from Cess Fund aid
hereafter to such of these (indigenous) schools as exhibit a tendency
to improve, ft is obvious, however, that the standard at first can-
not be a high one; but if we can utilize the existing agency of
Pandits and Prohits, a great point will be gained.”— {Extract from
Report , paragraphs 51 & 52.)

British Burmah

“32. Under this head it will be proper to explain the nature and
, , objects of the plan for the advancement of verna-

schools cular education which was laid before Govern-

ment last year, and received sanction shortly be-
fore the close of the year under report.

“33. The main feature of the measure prescribed by the Govern-
ment for trial in this Province was the improvement of the nume-
rous indigenous schools, especially those attached to the Buddhist

34& SELECTIONS FROM EDUCATIONAL RECORDS

monasteries throughout the country, and that it was not their in-
tention that any new institutions of primary instruction should be
established until a systematic effort had been made in this direction.

“34. The number of such schools, however, enormously exceeds
the number upon which it will be possible to work by means of
the limited funds at our command from the local cess. It was,
therefore, necessary that a selection should be made of the schools
most capable of improvement, and it was hoped that the schools
so selected would, in the course of a few years, become models for
imitation in each district, and thus raise the general standard of
instruction in elementary schools.

“35. The plan which has been adopted proceeds upon the prin-
ciple that the aid to be given by Government to any school shall
be proportionate to its efficiency, and the details of the scheme were
adopted from the system which obtains in the Central Provinces.
Four standards have been laid down for the examination of pupils
in primary schools, in reading, writing, and arithmetic, under cer-
tain restrictions of age; and a fixed capitation grant is offered for
each pupil passing by the respective standards (double grants being,
for the present, offered to girls). The rules will be found publish-
ed at length in the appendix to this report.

“36. The great difficulty in adapting a system of payment by
results to the circumstances of this Province lies in the peculiar
status of the majority of primary schools, which are conducted solely
as a work of religious merit by members of a religious order who
are bound by a vow of poverty, and cannot be influenced by any
offer of pecuniary reward. Although forbidden, however, to touch
or posses money, nothing debars the Buddhist monk from accepting
presents for the enrichment or endowment of his monastery; it is,
therefore, competent to the teachers of monastic schools to receive
presents of books, and in the rules now under notice it has been
specially provided that the grant may be made in the form of books or
money at the option of the teacher.

“37. All that is asked, therefore, in a monastic school is that the
monk will consent to an examination of his pupils by certain pres-
cribed standards, in return for which a gift of books is offered to
the monastery, varying in value according to the number and attain-
ments of the pupils. It is also optional for the examiner to make
the grant in the form of prizes to the boys themselves, the majority
of whom are lay pupils, instead of as presents to the institution.

EDUCATIONAL MACHINERY OR SCHOOLS—INDIGENOUS 349

“38. It has been thought advisable at the commencement to allow
all possible latitude in the conditions required. Thus the mainten-
ance registers of admission or attendance in the selected schools has
not been insisted upon, and even the rule requiring that pupils shall
have attended school six months before the examination cannot be
strictly enforced; the offer of aid has, therefore, been made condi-
tional only on the attainments of certain standards of instruction.
The standards themselves are also extremely low, but, moderate as
are the requirements in this respect, especially in a Province where
the whole rural population has the reputation (not, I think, so uni-
versally deserved as is sometimes imagined) of being able to read
and write, the standards laid dbwn in arithmetic will for some time
prevent the realization of the higher grants offered.

“39. One special object of the plan has been that no exclusive
favor should be shown to any particular class of primary schools;
but that all such schools, under whatever management, whether
monastic, secular, or missionary, should be, as regards the aid offered
by Government, placed upon the same footing.

“40. By these means it is hoped that during the course of a few
years it may be possible to effect a general improvement in the stan-
dard of instruction in primary schools, and thus to prepare the way
for the employment of the trained Vernacular masters and mistresses
for whose instruction the Rangoon Training School has been estab-
lished, and of whom a considerable number, as will be seen below,
are now under formal agreement as students of the Training School.

“41. The question of the best method of utilizing the teachers
when trained, is deferred until the plan of payment by results shall
have been fairly put into operation. No teachers will be turned
out from the Training School until it has been two years in opera-
tion, and in the meantime the results of the practical working of
the plan above referred to, will be a guide in determining the precise
method to be followed in the employment of the teachers. Should
success attend the plan, and the schools selected for aid exhibit
marked improvement, it will be a question whether it is more advis-
able that our trained teachers should open independent schools
where they may be needed, or should be appointed to existing
schools where the managers are willing to receive them. In the
first adoption of measures so purely tentative, it seems unavoidable
that the progress should be slow, and regulated from time to time
by circumstances which are not to be wholly foreseen.

“42. The sanction of Government to the measure which has now
been described, was received in January last, and a circular was sub*

35 1

350 SELECTIONS PROM EDUCATIONAL RECORDS

sequently issued upon the subject to the several District Local Com-
mittees of Public Instruction, in which the course to be fol-
lowed in the selection and examination of schools was laid down in
detail, with instructions for the guidance of the examiners employed
upon the duty.

“45. In the Akyab District, Mr. A. B. Savage, second master of
occasioned by the necessity of special sanction for
plan” 5 ° the the re-arrangement of the Local Funds Estimates
sanctioned for the year, in the absence of which
the Local Committee were unable to act. The time was also too
short to admit of the translation and! circulation of the rules. Thus,
in the majority of the districts, it was not possible to put the plan
into operation before the close of the year under review.

“44. In the Districts of Akyab, Moulmein, and Bassein, how-
ever, a practical commencement was made, the results of which are
at once interesting and instructive.

“45. In the Akvab District, Mr. A. B. Savage, second master of
Akyab District the Government School, was deputed by the Local
Committee for the duty of visiting and examining
schools. The tour of the schools occupied one month, at the close
of which Mr. Savage submitted to the Committee an interesting re-
port, of which the substance is as follows:—

“46. The number of schools visited was 8, of which all but one
were Buddhist monasteries. In only one school, however, of the
whole number was any grant made, no pupils being prepared to
pass by even the lowest standard in arithmetic. In reading and writ-
ing, the majority were qualified to pass creditably. The main part
of the examiner's duty in this case was to ventilate and clearly ex-
plain to both monks and people the intentions of Government, and
the nature of the plan adopted; to note the manner in which it was
accepted; and to ascertain the prospects of future success and the
desirability, or otherwise, of modifying the scheme as drawn up.

“47. There seems to be every reason for satisfaction with the
way in which Mr. Savage carried out his instructions, and I am
disposed to regard the result as sufficiently hopeful. The people
clearly understood and appreciated the object of the plan, and in
numerous cases the monks were not unwilling to fall in with it;
while in those cases where objections were made, they may be traced
to the natural suspicion of an ignorant class, jealous of an influence
which has already greatly diminished under British rule, and fear-
ing a further loss of power. To overcome these suspicions must be

EDUCATIONAL MACHINERY OR SCHOOLS— INDIGENOUS

at all events a work of time, and the only reasonable prospect of
success seems to be in the following up of the beginning which has
been made by an active prosecution of the plan. The rules have
now been published in the vernacular, and circulated to all districts
in anticipation of the coming season. It is also proposed to distri-
bute to the selected schools a limited number of vernacular school
books gratis.

“48. The Commissioner of Arracan and the Local Committee
of Public Instruction at Akyab are at issue with me as to the con-
clusion to be drawn from Mr. Savage’s report. They observe that the
only way in which the monks can be roused to exert themselves is
by pressure from the people by whom they are entirely supported,
and they consider such pressure to be unadvisable.

“49. I am not disposed myself to concur in this view. One obvi-
ous reason for the indifferent nature of the instruction now given
in indigenous schools, is the absence of any motive to exertion on
the part of the teachers. The incentive of pecuniary reward is
powerless, and even the offer of gifts to the institution is hardly in
itself an adequate incentive. But the influence of the laity, to whom
they look for support, seems to me a perfectly legitimate engine to
bring to bear upon the indolence of the priestly instructors of youth;
nor does there seem to be any ground for their exemption from the
natural law of demand and supply. Let all primary schools be plac-
ed on an equality, and let the natural preference of parents for the
institutions where the best article is to be had be the stimulus to
urge those teachers who have hitherto been indifferent to exert
themselves to meet the demand.

“50. It is unquestionably desirable that all caution should be
used and every allowance made for existing prejudices, especially in
institutions of an almost unique kind; but it is also possible to be
carried away by a too great regard for prejudices which belong in
reality to human nature, and are only disguised under the mask of
religious usage. So far from regarding Mr. Savage's report as in any
way disappointing, I am disposed to see in it a fair promise of the
results which were contemplated in the scheme which we are attempt-
ing to carry out.

“51. Inthe district of Bassein, twenty -seven shools were axamin-
ed before the close of the year, and grants amounting to Rs. 106
Bassein District were made to 54 pupils. The Local Committee

has not furnished any detailed report upon the subject; but a satis-
factory commencement has at least been made, with what prospect

125 Dir. of Arch.

3 52

SELECTIONS FROM EDUCATIONAL RECORDS

EbtlCAtlOiSTAL MACHINERY OR SCHOOLS— INDIGENOUS

353

of the permanent improvement of the schools selected, the coming
season will show.

“52. The operations in this district were unsatisfactory. The
time for inspection was extremely short, and many of the schools
selected were found to be either closed, or so poorly attended as
hardly to deserve the name of schools. The
Moulmein District twelve schools visited were also all secular

institutions, and no attempt was made to bring monastic institu-
tions under the influence of the rules. During the ensuing
season a fresh selection will be made and special provisions made
for including in the list the best institutions of that class.

“53. From the beginning which has thus been made in three dis-
tricts during the last month of the year, some conclusions may be
drawn for future guidance, though it will belong to a future report
to record the results of the full operation of the plan.

“The first result which appears is, that in these, and probably
in all districts, the knowledge of arithmetic, except after the Burmese
method, is so generally wanting, that, although in other respects the
majority of schools would be eligible for grants of books or money,
very few will be found able to pass pupils by even the lowest of the
prescribed standards. As a first step to remedy this defect, it is pro-
posed to distribute gratis to the selected schools a limited number of
copies of a Burmese manual of arithmetic some time before the date
fixed for the examination.

“56. It remains to notice the operations of the circuit teachers

attached to the establishment of this
Circuit Teachers, Rangoon 0 ffi ce of the two teachers employed in

the monasteries of Rangoon, one died during the year, and in view
of the adoption of the plan which has been noticed above, his
appointment was not filled up. The services of the second teacher
were also at the close of the year transferred to the establishment
of the Training School. The number of monasteries visited at
the close of the year was ten, with twenty-nine students.

“57. The two teachers employed in Moulmein have continued
Moulmein their operations under the general supervision of

the Local Committee of Public Instruction. The number of monas*
teries in Moulmein visited by them was at the close of the year
thirteen, and the number of students twenty-one. The Committee,
however, concur with me in thinking it desirable that the services
of these teachers should now be dispensed with, and a proposal to
that effect has been submitted to the Chief Commissioner,

“58. The employment of those officers was professedly only a
temporary measure, preliminary to the adoption of a systematic
plan for the improvement of primary schools. Their operations
have, as before reported, been conducted in a very desultory way
in the absence of any regular supervision, and the time seems fully
to have arrived when their services should be either dispensed with
or employed in the prosecution of the sanctioned plan.”— (Extract
from Report , paragraphs 32 to 58.)

“54. The Moulmein Committee remark, that the principal at-
tendance in indigenous schools is during the rainy season; this is
undoubtedly the case in most instances, and although the worst
season for travelling, it may be possible in future, at least where
Deputy Inspectors are appointed, to hold the examination during
the south-west monsoon.

“55. But it is obvious that to send an examiner once only in the
year is not sufficient, at least until some progress has been made in
the knowledge of our school-books. It has been proposed, there-
fore, to appoint at once a permanent Deputy Inspector of Schools in
each of those districts where the cess is able to afford the charge, and.
from recent instructions received from the Government of India, it
is hoped that where the yield of the cess is wholly inadequate to the
requirements of a district, it may be possible to provide for the
working of the plan from imperial funds.

The Berars

“During the year there has been for the whole Province

Schools and pupils on 31 st an increase of 17 schools and of
March 18/0 and 1871 253 pupils.

District

Marathi

Hindustani

Total

Schools

Pupils

Schools !

Pupils

Schools

Pupils

r 1870 .

Total -?

1,705

350

2,055

I1871 •

1,824

484

110

2,308

“75. Increased attention has been yearly given to these schools,
with a view to bringing them ultimately under regular Government
inspection with the free consent of their masters. The inspecting
Officers have been directed to give every encouragement to these
schools by advice and by gifts of the most elementary books, and

354

SELECTIONS FROM EDUCATIONAL RECORDS

EDUCATIONAL MACHINERY Ok SCHOOLS— INDIGENOUS

especially by distributing among the masters and pupils copies of the
Berar Modi first book, which is well adapted to the requirements of
the masses, mid inducements are held out to their masters to go
to the Normal School that they may improve themselves, not only in
knowledge, but in the manner of keeping their schools, and particu-
larly of instructing their pupils in classes, instead of teaching them
one by one. But the improvement of these schools will require time
and continuous attention, combined with much kindness, from the
educational officers.

“76. The inspecting officers have been further asked by me, dur-
Proposed system i n g the P ast Y ear > for their views as to the best
of grants-in-aid means of methodising the instruction of the indi-
genous schools, without fundamentally altering its characteristics. I
have also consulted on the same subject those masters of the middle
class schools who are the most intelligent and the most popular in
tiieir towns, and with the indigenous master; and I have talked over
the subject, in the freest manner, with the indigenous masters them-
selves, and the fathers of their pupils whom I called to their schools.
I wish to record that I found the best teaching in the indigenous
schools to extend generally to about half of Standard I of the studies
of our Government schools. Having given the matter a very full
consideration, I submitted, near the close of the year, a system ot
rewarding the indigenous masters according to the results of examina-
tion, of which the following are the chief features.

' (1st). It would be sufficient at present for pupils taught in the
indigenous schools to bring up to examination the following very'
moderate courses: —

A. IN MARATHI

Arithmetic— ( a) Numeration and Notation up to 1000.

(b) The Multiplication Tables of whole numbers,
up to 20 times 20.

Marathi — (a) Reading Berar Modi First Book.

(b) Writing syllables and easy words in Modi.

B. IN HINDUSTANI

Arithmetic— (a) Numeration and Notation up to 100.

(b) The Multiplation Table up to 10 times 10.

355

Hindustani— (a) Reading Berar First Hindustani Book (after
the manner of the Berar First Modi Book).

, (b) Writing syllables and easy words.

“ (2nd.) For each pupil who passed a good examination, and who
had not received any education in a Government school, the indi-
genous master might receive one rupee as a reward. Such pupil
should not be allowed to present himself from the indigenous school
for examination a second time, but should rather be encouraged to
carry on his education under the superior teaching of the Govern-
ment school in his town, which he would thus join with a know-
ledge of the elements (see paragraph 36 above)

“ (3rd.) The inspecting officers on their tours would hold the
examinations generally; but in the larger towns, which had middle
class schools of grades I, II, and III, it appears to me more expedient
that the examinations be held regularly twice a year,— in the latter
halves of December and June,— so that the boys who had won the
rewards for their masters might join the Government schools on the
1st of January and the 1st of July. That these examinations might
be carried on simultaneously throughout the Province in those larger
towns which had such middle class schools, I think their head masters
ought to be the examiners. I have reason to believe that a healthy
connexion would thus be produced in every large town between the
indigenous schools and the Government schools, which would be for
the interest of both of them. The inspecting officers should, when
examining the Government schools, call for the boys who had come
from the indigenous schools, and examine them more particularly
with a view to ascertaining if they had possessed the required amount
of knowledge to entitle the indigenous master to the pecuniary re-
wards / 1 (Extract from the Report, paragraphs 74 to 76.)

Coorg

“The course of instruction, all in Kanarese, comprises reading,
writing, and arithmetic; a brief geography and history of Coorg
and of India; reading manuscript papers, and the composition of
business letters. These subjects have made the schools popular; the
people readily purchase the necessary books, and pay the cost of
repairing the school-houses, which were originally built or provided
by themselves. Eight of the schools are mentioned as having attain-
ed a higher position than the others; but the work accomplished
during the year in all is thought to indicate satisfactory progress.”—
(Extract from Report, paragraph 26.)

35^ SELECTIONS FROM EDUCATIONAL RECORDS

The statistical table and the extracts given above show very fairly
the position of the indigenous school in the educational scheme of
each province. The difference of treatment is remarkable, the more

Paras.6o-69> so as the educational code* expressly orders that

^^Ltespa tch 4 "i 85 ^ these schools should be subjected to “minute and
constant supervision/’ that “the greatest possible use should be made
of them and of the masters to whom, however inefficient as teachers,
the people have been accustomed to look up with respect/' and that
“our present aim should be to improve the teachers we find in pos-
session and not to provoke their hostility by superseding them where
it is possible to avoid it.” It is clear that these instructions have
not been uniformly observed; on the contrary it will generally be
found that where the educational departments are the oldest the
indigenous schools are of the least account. In the Bengal and
Madras reports no statistics or information is given, and in Bombay
the Director does not seem to attach much importance to the esti-
mation in which such schools are held by the people or to hesitate
to recommend their supersession. From the first part of this Note
it will have been seen how it was that these schools were not made
the basis of the Government system in the older Provinces, and why
they have not shared in the general progress, but are probably very
much in the condition described about 40 years ago, when special
enquiries about them were instituted. No doubt they have even
deteriorated in number and quality, because the intelligence of the
country has generally deserted them for the superior attractions of
the rival system. In Bengal a systematic attempt has been made
during the last ten years on a very small scale to bring a few of these
schools into the Government scheme, and reports have recently been
called for as to their present condition throughout the whole country.
I am given to understand that the lowest estimate makes them six
or seven times more numerous than the schools and colleges con-
trolled by Government, and that the majority of the pupils in Gov-
ernment or aided schools have commenced their studies in a patshala.
This is very probable, because in Bengal the Government system
has never gone low enough on any large scale to disturb the indi-
genous schools which in Bombay and in Northern India generally
have been retiring before obviously superior rivals. In the Punjab the
Director is content to ignore them. In the Central Provinces and
in the Berars, and also to some extent in Madras, a system of pay-
ment by results has been specially introduced to bring these schools
into the Government scheme, and hence there is some ambiguity
as to where the line should be drawn in each case between the purely
indigenous and the aided lower class schools. The same measure

educational MACHINERY or schools— indigenous 357

1 / contemplated in Oudh and in the North-Western Provinces
where the information is tolerably complete. On the other hand,
in British Burmah, the youngest of the educational departments the
Director of Public Instruction has been expressly appointed to de-
velop these schools, which are to be the basis of the Government

on e e Tnd° r P ° P “ lar educatlon - The experiment is a most interesting
, and m ust be watched m future reports. The difficulty is that
whereas m India the system of payment by results is gladly acceded
by the indigenous school-masters, in Burmah sucl/payments^re
opposed to monastic prejudices and repudiated. Hence other in
uences must be brought to bear; and this can best probably be done
by local committees acting through the people and raising the de
mand for an education more suited to the times. In reviewing the
last report the Chief Commissioner bears testimony to the decMedly
benefical influence, religious and secular, of the monastic schools? and
s rong y eprecates their possible supersession (if they fail to* fall

a r ws °v =overn " ,en,) * **. - -L-

stabhshed all over the country, -a measure to which, as in other
provinces, the local educational department seems somewhat inclin
ed. But even if funds were available for this purpose, and if there
were any prospect of the secular schools taking up the position Z

fiTmte 7 - f? m T aStK SChools ’ k ma y be h °P ed Slat so much use-
ful material for education may not be lost, and that the local autho

nties may be able to support the determination of the Chief Com
missioner to prevent if practicable the deterioration and u timaTe
dtsappearance of an institution to which, with all our effm“
can as yet show no parallel in India. ’ WC

It is probable that if the Government were at this Ha*.

mendng upon ,he work of education, the principle „ hich
followed in British Burmah would have been the rule thro,!
out, and that in each province the indigenous schools, instead
being ignored or considered rivals, would be improved into thl
basis of a far more national system than exists at present Even
now it may not be too late to recognize the position they stiU
hold m nattve society and the use to which they may be turned^
and I think that the Government of India, in accordance with the
orders quoted above, may properly require that future reports fri
a provinces shall give more precise and uniform infomation as
o the number and condition of these schools and of the wans Ze *

oiT:^ y ":;‘° 0 ' ,hcm - r such

ought at any rate to possess, for it regards a most important part
of the statistics of India, and a true estimate of the native ndnd
and capacity cannot well be formed without it.”*

‘Lord Win. Bentinck’s Minute dated 20th January 1836

358

SELECTIONS FROM EDUCATIONAL RECORDS

Lower Schools

We now come to the three regular steps in the educational
ladder, common to all provinces alike, lower, middle and upper
schools. But before giving their statistics it is necessary to notice the
want of uniform and scientific classification, a want so serious that
anything beyond broad and general conclusions from the statistics
must be accepted with caution. In my note* for 1866-67, I pointed

♦Paragraph 89

to the confusion arising from the use of such
denominations as “taluk, zillah, tahsili, and

halkabandi schools;” “high” schools, which are higher than
“superior schools”; “inferior,” “rate” schools and the like. But
the defect has not yet been remedied, and we must therefore adhere
to the nomenclature still in force. The common designation of
“lower and middle class” schools, prescribed in 1865> is also un-
fortunate. It involves a confusion of ideas (often apparent in the
reports) as though lower and middle class schools were intended
for, or necessarily connected with, the similarly called classes of the
population. But in this country especially it would be difficult to
define what are these classes, because the definition might proceed
on the basis of caste, wealth, learning or position, each involving a
possible difference as to the individual components of the classes
so arrived at. What is wanted is clearly an uniform classification
based not on agency or locality, but solely on the standard of edu-
cation given in each class of school. And it is well known that
school education is naturally divided into three standards. There
is, first, the primary school designed to give the elementary edu-
cation that every child requires, from about the age of 6 to 10 or
12, and that comprises good reading, good writing and good simple
arithmetic, with if practicable some equivalent knowledge of history,
geography and the common facts of nature; then the “secondary
or middle school” or school of the second grade, that ordinarily
takes up a child) about the age of 12 and keeps him till about 14
or 16, and comprises, speaking generally, the education starting
where the primary school leaves off and continuing to where the
high school standard or direct preparation for the University
commences. This designation is adopted in most educational
systems in Europe, i.e., primary, secondary or middle, and
high schools, and might be employed in India in substitution
of the present designation. It is true that the distinction of schools
by classes corresponds roughly with the ordinary gradations of
society as defined by wealth., because those who can afford to pay
more for their children’s education will also as a rule continue that

education for a longer time. But this does not affect the obvious

educational machinery or schools-lower schools

oi scho <* based entirely on an eduT

country, because! is not possible in this

overlap and compete with each other “ ^ SCh °° h in Indi *

largely gi Ven j n high school, and second' T* 7 educati °n being
schools. This is true in som , secondary education in lower class

" hi . Ch *■ <■*« and noublTTn iCtoT' “ * «« ^

ST, as h J been ”d7 s l g yarded

P^ce of which any length cut at d d ' 18 not onc continuous

boy who leaves school at 12 J \eell T “ ** * a ^ole. a

needs a sound knowledge of "he ! T com P lete in itself. He
be is not able to read, write Id T" e,ementS ° f Nation. K
himself, he will very sol Wet alT a b T ^ ***** ° f “
to combine in one school the education' J JL N<W W “ "“possible
who are intended to leave school at aH \£' * Sectfons of b oys
th ye Is a great disparity in the age of T T " ta I9 ‘ W here
cation cannot be carried on progressively ' ** W ° rk ° f edu ‘

ciphne suited for one age are u^Tm, C Instructio " and dis-
division of labour ^ There * “o

necessary of course to have separate h P ° Wer ‘ Jt is not

acquirements, but it is necessary to b b dln,?S for boys of different
teachers. If not . either a { j* have ^rate classes and separate

pohse the teaching power to the nelctlfrh ^ ** ^ mono '
power is employed upon material ouftT l or the Aching
only be the smaller section o h! Unworthy oi it: and as it wil!
higher education, it & aImost 'J^^*** desire the
properly graded, the education of foe h it ^ Schoo,s are “ot
neglect for the benefit of the few Th ° f the pUpi,s be
m India where the high school itself^ * eSpeciaI,y IikeIy to occur

Jfined“7cem,rdSS 0 ,^5 h ^ "°‘ re8 "' ar ' y

pensive and to raise the Ttamb!?l°fo! aS !? *° . become more ex-
become unsuited to the wants of fo education - and thus to
primarily instituted. Take the h lht ^ ^ vbidi they were
Western Provinces. These schools^ - SCh °° Is of the North-
agncultural classes and the standard^!' Lf rimanIy desi gned for the
founder, Mr. Thomason, was to read i ™™ aimed at by their
yand putwaris’ accounts. But these 11'° Wite and to nnder
and hence » a recent report I find tn 8™**

nnd an Inspector stating that he

125 Dir. of Arch.

360 SELECTIONS FROM EDUCATIONAL RECORDS

looks to them to give “considerable attainments in science and
language,” and that in one district the pupils had read eleven books
of Euclid and up to quadratic equations; and it is mentioned as a
subject of congratulation that in one circle many halkabandi schools
have been raised to the standard of tahsili schools. As a natural con-
sequence, this statement is followed by a demand for more pay for
halkabandi school teachers. In the current year's report it will
be seen that the Director notices this tendency.

And not only is a proper classification of schools essential in the
interests of education but of economy. The cost of high school
education appears low in many provinces, because it is spread over
the whole school in which the majority of the boys are in some cases
only receiving primary education. Whereas if high school educa-
tion were calculated by the number of boys who are really receiving
high education, the charge in most provinces would be enormous.
It is clear therefore that if each school were confined to its proper
grade there would be fewer schools of the more expensive kind, and
thus a large saving would be available for more schools of a lower
and cheaper kind. This, however, will be more apparent as we go
on.

Annexed is the statement of the comparative statistics of lower
class schools, which should be considered in the light of the extracts
from the educational code quoted in the first part of this note.

Comparative Statistics of Lower Class School in
India in 1870-71

EDUCATIONAL MACHINERY OR SCHOOLS— LO#fcS| - r

^t)OLS

Schools in India in 1870-71

Private and
inspected only

inspected oniy f T , | i

‘1 er n“” 1 "

J 0 *®* e xpendi- Proportion of expenditure on Low-

Class Aided r , Schools * Government

Scwi. d nd ^ lded ’ to tQ taI expenditure
Schools on education during the year

2,198 60,113 4,479

288 6,686 10,036

2,755 62,666 3,902

45 1,632

*T3.2 »

Sft’Sa-

eg^Ss

Rs - Rs. Rs. R St

1,195 119,902 84,035 1
609 59,8:8 98,071 J 3I,98#8ai, |

75,913 147,543 f

2,980 12,210 I J

156 6,007 2,561 139,774 177,841 5,22,522 1,545

36 1,076 211 8,772 9,114 32,985 3,724

7,543 f

,2x0 j 2I > 4 ^7jj

j‘ 2 4,i3,63o{

Rs.

2,09,611

1,68,534

2,27,358

15,190

7,01,908 ;

45,823

3,327 93,406 117.947 2 j99 , 161 2,478 2,402 1 r 4j2I>9gg )

499 7,894 27,025 932 16*46 24,030 \ I9 ‘ 39 ’^ 2 \ ^

1,257 52,658 16,865 1,50,084 25,828 32,449 I r 2,25,22 6 22*1

465 12,169 6,336 7,930 29,778 36,813 ! IO,l8,64 °{ ’ g0j ’ g57 7 . 9

617 18,146 ... 70,543 4,32? 7,611 1 r g2>4gl l8 . g

84 1,366 4,919 1,940 2,428 4,095 J 4,37, 48 { 13 382 I 3-0

2,25,226 22*1
80,857 7*9

617 18,146 ... 70,543 4, 3 2 7 7,611

84 1,366 4,919 i, 940 2>42g 4 , 095

82,481 18 -8

13,382 3-0

16 238 1,096 38,067 23,006 1,24,235 20,589 42,735 1 r

2 58 I 4 0 2.470 2.232 I T -7 rtc, „ 75 j-S.XS.W-l

58 l 140 2,570 3,232 17,059

• * 270 9, 68 r 75,579 28,943

27 667 2,176 7,234

30 1,295 3,732 14

H 2 > IO *565 41*0

L * 20,441 3.9

172 6,245 14,161 475,806 423,351 11,96,697 251,002 317,712

— ^ I>7 ^° 41,768 62,982 68,689 1x3, 264 177,079

1 1,51,786/

— 1 f 1

| 2,78,553 j

937 \ r

J X5,033-J

108 *07

,04,522

37*5

9,4x0 !

3*4

4,995

33*2

144

.88,762

18*07

22,014

3*6

10,776

21*7

3&4 SELECTIONS FROM EDUCATIONAL RECORDS

This table is very instructive. It shows that the several Goverii-
ments in India have altogether a control, direct or indirect, over
about Rs. 1,21,14,699 annually for education, and that of this sum,
Rs. 26,10,776 are devoted to lower class schools, the result being
15,921 schools with 5,17,574 pupils, of which 1,760 are girls* schools
with 41,768 pupils. The table also shows a remarkable discrepancy
in the amounts which each Local Government assigns to this object,
with of course a corresponding discrepancy in the result effected.
In Bengal the amount spent on lower class beys schools represents
a percentage of six on cne educational fund, in the North-West the
percentage is twenty-one, and in the Central Provinces forty-one.
And yet the educational code is equally applicable to all provinces
alike, as also are the orders of the Home Government of 1862 and
1864 and the more recent orders of 1870, which declare that the
bulk of imperial expenditure should be mainly directed to the
provision of an elementary education for the mass of the people.

Hitherto there has been some ambiguity about the real purport
of these orders, but this has been removed by a Resolution of the
Government of India of the 11th February 1871, upon which the
Bombay Director of Public Instruction remarks as follows:—

I have re-printed with much satisfaction a declaration by the
Government of India of its policy on the subject of primary educa-
tion issued in February 1871: “The education of the masses has the
greatest claim on the State funds. The Government of India desires
to maintain this view, but the grant-in-aid rules have in practice been
found so unsuitable to primary schools, that, except in special
cases, such grants-in-aid are seldom sanctioned from the general
revenues. It has, moreover, been repeatedly affirmed that we must
look to local exertion and to local cesses to supply the funds
required for the maintenance of primary schools. These standing
orders may seem inconsistent, but they really are not so. The fact
is that primary education must be supported both by imperial funds
and by local rates. It is not by any means the policy of the Govern-
ment of India to deny to primary Schools assistance from imperial
revenues; but, on the other hand, no sum that could be spared
from those revenues would! suffice for the work, and local rates
must be raised to effect any sensible impression on the masses. Local
Governments are therefore to assign from the provincial grants funds
in aid of schools mainly supported by contributions from local cesses
or municipal rates, and the State contribution is limited to one-
third of the total cost, with an exception in favor of poor and
backward districts.”

EDUCATIONAL MACHINERY OR SCHOOLS— LOWER SCHOOLS 365

Nothing could be more satisfactory than this most definite
statement of policy, which entirely confirms the system followed
in Bombay for several years past.— Paras. 83, 84, Report , 1870-71.

The next point to notice is the ratio the schools and pupils
bear to the area and population in each province. I annex this
comparison in detail, and it will be found at once to dispose of the
question of compulsory education occasionally raised in the reports.

Comparative Statistics of Area , Population , and Lower Class Schools

and Pupils *

Province

Area in

Population

Lower Class

Propor-
tion of

Propor-

tion

square

miles

School

■ Pupils

schools
to area,
one to
square
miles

of pupils
to total
population,
one to

(i) Bengal

239.59I

40,352,960

2,486

66,799

96-3

604*0

(2) Madras

141,746

26,539*052

2,800

64,298

50-6

412*6

(3) Bombay

142,043

12,889,106

2,772

1,48,546

51*3

86*7

(4) N.W. Pro-

vinces

83,785

30,086,898

3,826

1,01,300

21*9

297-0

(5) Punjab

102,007

24,060

17*506,752

1,722

64,827

59-2

271-4

(6) Oudh

11,220,747

701

19,512

342

575 '0

(7) Central

84,162

7*985,411

1,236

40,637

68 - 1

196-5

Provinces
(8) British

Not

1,977*6

Burmah

98,881

2,463,484

5 o

. .

t (9) Berars

16,960

2,220,074

297

given.

10,348

57*1

214 '5

(10) Coorg

2,400

112,952

1,307

77*4

86 *4

Total

935,628

1,51,467,436

15,921

5,17,574

Looking at the proportion between the amount of school accom-
modation provided and the population, it is clear that in no pro-
vince is there any adequate system of elementary education. The
same conclusion is obviously derived from the second test of the
adequacy of the system, the proportion between the number of
children at school in each province and the population. In Europe
the school-going age from 6 to 16 is generally calculated* to
embrace one-sixth of the population. But in India, looking to
the great preponderance of the agricultural and artizan classes for
whom under the most sanguine estimate primary education must be
ample, and looking also at the age at which girls are married and

♦This statement excludes indigenous schools with which Burmah is far better
provided than any other Province.

3®® SELECTIONS FROM EDUCATIONAL RECORDS

enter on the duties of wives and mothers, it is clear that the
European estimate must be largely reduced. Still if it were reduced
by one-half, the enormous disparity between the children who ought
to receive primary education and the children who do receive it,
is the great and startling feature in the statistics.

I have seen it urged that irrespective of any consideration of the
duty of Government or of the requirements of the Indian Educational
Code, the bulk of the population is in this country agricultural, and
that for such a community, education is not only unnecessary but
injurious, as by current tradition the “man of the pen” is incapa-
citated from agricultural work. This argument has, however, long
since been abandoned in Europe before evidence that agriculture
as much as any other industry requires skill and intelligence, and
that increased dexterity, superior trustworthiness, quickness in dis-
covering or applying a new industrial process, are some of the
many advantages which education has over ignorance. The contrast
between the Scotch peasant and the English peasant, or between
the Burman and the Bengali is an example in point; and as to the
alleged tradition, it appears to be current only in some districts of
Lower Bengal where it may be but too easily accounted for.

The third test of the adequacy of the provision for primary
education is the proportion between the children who attend school
and those who are tested by examination to come up to the primary
standard. But this, unfortunately, cannot be shown. There are no
uniform standards applicable alike to all schools in all provinces,
and the want is far more serious than the want of a proper classi-
fication of schools. In Bombay only have standards been prescribed
by which all schools are tested and the result recorded in such a
way as to show the exact progress of the pupils. Such information,
however, as is forthcoming in each report will be given below.

But to return to the statistics:-It will be observed that indi-
genous schools are not included in this statement (although thev
# are entered in the returns from the North-Western Provinces)
because the education which they give, when unimproved, does not
come up to the minimum standard of. our schools. But where any
indigenous schools have been aided and improved up to this
standard, as in Bengal, the Central Provinces, Madras and the
Berars, there the return includes them.

With these general remarks, purposely confined to the broad
features in the statement, I will now proceed to notice each province

educational machinery or schools-lower schools 3 6 7

,he »y

Bengal

. In . n ° Pr ° vince do the statistics of primary schools seem so
mconsistent with the declaration “that Government exp ndTtu e

for'h. 1”" f Ihe 1 ~ ‘ he PrOVi!, ° n ° f eduction

Go,e« p r; “ rs le r the r d,y

the 2,152 aided schooIs are illcIuded 1 695 i oyed ; nd -

schools, or native schools in which the master has gone through the
Zell™ “ a GOT ™- “bool; the £££ £

Division

(Number of Number
: mproved on the
indigenous rolls
schools (monthly
average)

Expenditure

from

Government

grant

Expenditure
from Local
Funds

Central

South-East

South-West

North-East

North-West

North-Central .

Total

5.463

197

14.797

10.364

420

13.863

10.746 o
210 o
26.630 6
26.343 6
632 15
26.230 14

8.114 i 3 o

401 5 o

16.269 6 11

10.748 14 6

674 8 o
17.692 14 6

* I Ij69 5 45.104 90.793 10 1 53,901 13 n

.. This tabIe is very encouraging. It shows that a primary school
thoroughly congenial with the wants and habits of the people and
ye improve up to the standard of European requirements, onlv
costs the Government about 53 rupees a year. And there is little
question that if these schools were established in populous centres
and not rivalled by more attractive Government schools that pur-
port to be of a higher class but still give primary instruction, the
average attendance of pupils might be doubled at each, especially
if the cheap expedient of pupil teachers were adopted to aid the
teaching staff. In the current report the Director complains that
the further extension of these schools has been stopped bv the
orders of the Government of India prohibiting additional imperial
expenditure upon them until such expenditure can be provided
rom the local cess then in contemplation. But the Director does
125 Dir. of Arch —24

368 EDUCATIONAL MACHINERY OR SCHOOLS— LOWER SCHOOLS

not notice the subsequent Resolution (of February 1871, quoted*
above) under which the Local Government is enjoined to carry out
the undoubted educational policy of the Home Government.

In other respects the only noticeable feature is the excessive
average cost of education in Government gills' schools, a point
which has, no doubt, attracted the attention of the Local Govern-
ment.

The Director's report contains nothing further specially worthy
of record on this subject.

Madras

This province has naturally followed the example of Bengal in
the general allotment of its expenditure, and is so far open to the
same remark. But whereas the total available income is much less
than that of Bengal, the expenditure on lower class boys' schools is
actually larger than in Bengal. And, as already noticed, a very
large measure of educational reform has been projected with the
especial object of giving to this province a really national system
oh elementary schools. The details of this measure, however, are not
noticed in the report for the year.

It will be observed that the Government lower class schools in
Madras are, as in Bengal, insignificant both in numbers and cost;
but a special interest attaches to the application of the results'
system to the lower class aided schools, upon which the Directors
remarks as follows:

“Private schools of the lower class are, for the most part, aided
on the system of results' grant; thus, of 2,916
Results’ Grant schools of that class, only 296 drew salary grants

Schools during the past year. Of 1,606 schools, for which

results' grants were mentioned in 1870-71, 1,475, attended by 39,697
pupils, belonged to the lower class; of the remainder, 130, with
5,544 pupils, were of the middle class; and one was a normal school
with 58 pupils. For lower class schools the aggregate grant sanc-
tioned was Rs. 60,332-3-5, and that drawn was Rs. 65,685-12-1; for
middle class schools the amounts were Rs. 17,591-13-0 and
Rs. 19,823-5-0; and for the normal school, Rs. 252-4-0 was sanctioned
and drawn.

“The following table gives the number of schools with their
attendance which worked on the results' grant system in the several

*See pages 36 1-65

SELECTIONS FROM EDUCATIONAL RECORDS 369

districts of the Presidency during the year under review; it also

Divisions

Average
grant per
school

First

Second

Third

Fourth

Fifth

Sixth

Rs. A. P.
42 8 7

2 5 15 5
45 2 9

40 i 7
53 7 9
79 14 o

W tu . ? . 6AVCa a nummary or the figures, showing

, h * ev ^ ra J educatlonal divisions, the number of children passed

^rams. * ° f ^ ° f the f ° Ur standards for results^

Passed in vernaculars

Passed in English
or extra languages

L5H 13^141 8,990 10,4761 8,812

M34 5,527
35.387 2,116

65788 5,714
2 59I3 L973 1,229
1,088 460 562

L554 959 I5O53 4

555 523 514 279

“Taking these figures, the percentages of pupils passed to those
presented, in reading, writing, and arithmetic, are as below:-

Standard

Writing I Arithmetic

™ ... rou^/o, me percentages in reading are below those in
■writing; this is only what might be anticipated, as reading includes
explanation, while the pupils in the village schools are notoriously
deficient in accurate knowledge of the meanings of words and

370

EDUCATIONAL MACHINERY OR SCHOOLS— LOWER SCHOOLS

SELECTIONS FROM EDUCATIONAL RECORDS

phrases. For the first three standards the percentages in arithmetic
do not differ much from those in reading, but the case is different
for the fourth standard. This agrees with the previous year’s results,,
and may be ascribed to the questions in arithmetic for the highest
standard necessarily involving some little thought.

“There are, no doubt, evils attendant upon the system of results'*
grants; but, upon the whole, it appears that there is at present no
better mode of dealing with the education of the masses. It seems-
likely that ere long all elementary schools will have to be aided
by payment for results.” ( Paras 108-116, Report , 1870-71.)

Beyond the absence of any Government girls’ schools, there is-
nothing further noticeable in the Madras statistics.

Bombay

The statistics of Bombay show a remarkable contrast with those
of Bengal and Madras.

The Local Funds Act III of 1869 has made education for the
masses a reality and has placed Bombay in a few years far ahead in
this respect of the other older provinces. This Act gives the means
of rating for local objects all persons who occupy assessed lands, and
the rapidity with which the schools have been established under
its operation is a remarkable instance of the readiness of the people
to accept education. On two points, however, the Act requires to be
supplemented; (1) by a corresponding measure in towns, as the
agricultural population comprises only 10k of the 13 millions in the*
province; and (2) by the introduction of some system similar to>
that adopted in Bengal for the improvement of the indigenous
schools which have been somewhat overlooked. From these two*
measures a vast extension of primary schools might certainly be
anticipated without any material increase of cost to Government.
The local Government has not yet declared its educational policy,
and it remains to be seen whether even the present proportion of
imperial expenditure on lower class schools is deemed sufficient to>
satisfy the requirements of the educational code.

On these two points the following extract is quoted:—

“The year 1870-71 has added 238 primary schools and 8, 898-
pupils to the numbers of 1869-70. Applications for schools have
been made by 164 villages in the Central Division, 14 in the:
Northern Division, and 25 in the North-East Division.

“I offer the following table, important in many ways. It shows-
how readily the agricultural cess-payers, who form hardly 60 per
cent, of the population, avail themselves of the schools provided
from their rates, without any compulsion, but because the schools*

371

:are there and paid for, and they have the good sense to use them.
It reminds us that, while about six lakhs of the cess-payers’ money
are spent on the schools, this sum is met by only about two lakhs
of public money, and not a quarter of a lakh of municipal funds;
that the absence of school-rates in towns is unfair to the rural cess-
payer; that a school-rate levied and administered by the State under
legal authority is a better means of support of primary school* m
towns than a high rate of fee:—

Total (Presidency)

Xurrachee
Hyderabad
S hikarpore

Total (Sind)

Second Grade Anglo-
Vernacular Schools

Primary Schools

Total

Number

Rolls

Cess

payers

Propor-
tion
per cent

Total

Number

Rolls

Cess-

payers

Propor-

tion

per cent.

8,704

3.945

105,920

68,967

373

239

339

1,227

2,539

3.330

278

590

7*25

951

211

7,096

957

“The total of cess-payers’ children is 74,080. The total of the
last year was 66,221, and of the year before, 59,975.” (Paras. 88-89,
Report , 1870-71.)

North-Western Provinces

Here the statistics correspond more nearly with those of Bombay,
and it would be interesting, if the reports permitted it, to contrast
the halkabandi and) tahsili schools of the former with the cess
schools of the latter. But it must be borne in mind that the Bombay
system dates from 1864 whereas the North-Western system dates
from 1845; and hence it is clear that Mr. Thomason’s intentions
and first success have not been carried out in the spirit in which
they were begun. In 1854 there were 3,770 halkabandi schools and
49,037 pupils, and the total expenditure on education was about
two and a half lakhs a year. The current report shows 3,327 schools
with 93,406 pupils, when the total expenditure on education was
Rs. 19,39,452. No doubt the present schools are superior in quality
to those of 1854; it is possible that they are even somewhat above
the requirements of the masses. But what Mr. Thomason aimed) at
was, by the extension of such schools, to remove “the standing
reproach which an illiterate population brings upon the Govern-
ment. It is clear, therefore, that the North-Western educational
department has to some extent been warped from its original braf
and that the present allotment of expenditure is not consistent with

-Educational machinery or schools— lower schools

Mr. Thomason's policy or the subsequent orders of the Home
Government. This is more remarkable as in the review of the
current report it is distinctly admitted that “the first claim on public
funds is for elementary education;'’ and yet the percentage of pub*
lie funds devoted to elementary education is only 21, and this in
the province which first set the example of education for the masses.-

It is probable that the measures suggested above for adoption
in Bombay might be equally applicable to the North-West, more
especially as regards the introduction of some system whereby the
indigenous schools could be systematically raised to the Government
standard.

The extract given above about indigenous schools shows that
the first step necessary for the introduction of such a measure has,
been already taken, and that the Local Government has full infor-
mation to go upon.

The following extracts from the report are worthy of record:—

Fever has been prevalent in some districts, and schools have
been abolished for want of funds to maintain them. But perhaps*
the schools have gained in quality what they have lost in numbers.
They show fewer pupils in the aggregate, but the attendance in the
higher classes has increased. The Assistant Inspector considers the
state of instruction to be, in spite of drawbacks, very satisfactory; ancf
many of these schools, especially in the Boolundshuhur District, are
said to be fast rising to the status of good tehsili schools. The
people are throwing aside their suspicions, and the schools are
gradually growing popular. The zemindars seem to take a pleasure
in attending the Inspector's al fresco examinations. The more
learned of their number can sometimes hardly be restrained from
taking an active part in the proceedings, and eagerly attempting to
answer questions themselves; and an examination seldom ends*
without an application for the establishment of another school.

The Inspector of the First Circle is of opinion, and many Deputy
Inspectors will agree with him, that the scheme of study for halka-
bandi schools is too extensive, especially since the introduction of
the study of Persian, and he would confine the instruction in history
to the first two classes. I am inclined to think that many of these
schools attempt to reach too high a standard, and are really above
the work which they were intended to perform. The higher
classes are taught at the expense of the neglected lower ones. I
think that if these schools will teach the village child to write a
legible and concise letter, to read well enough to enjoy the first
enjoyable book it may be his good fortune to discover, if they will
give him a moderately extensive but throughly sound knowledge

SELECTIONS FROM EDUCATIONAL RECORDS

373

of arithmetic, with perhaps some idea of geography and the outlines
of the history of his own country, they will then have done all as
far^ as book-learning is concerned, that should fairly be expected.
If in addition to this a boy can be taught that it is better for him
to speak the truth, to be honest, to master his temper and passions,
to be neat, orderly, obedient, and as clean as he conveniently can
be, I think little is left to be desired.” (Paras 60, 61, Report
1870-71.) F *

Punjab

The Punjab statistics are very similar in character to those of
the North?West, and so far are open to the same remarks. It is
clear that the present expenditure on lower class schools is not in
accordance with the original policy declared 1 in the first administra-
tion reports or with the despatches of the Home Government.
Here therefore the same three questions deserve the attention of
the educational department,— (1) the appropriation to lower class
schools of a larger share of the imperial allotment; (2) the necessity
of municipal contributions for primary schools in towns; and (3)
the improvement on the Bengal or some other suitable system of
the indigenous schools.

The following extracts deserve notice:—

Government Town Schools

“’According to the existing system, vernacular schools are of two
grades:— town schools and village schools.

the ^stogsystemare ctassed 7^? Scheme of studies is the same for
as town and village schools both, and provides for eight classes; but

, , , . * n great majority of schools some

of the higher classes are always empty. A school which contains
boys who have advanced as far as the 3rd class, which has an
average attendance of 50, andl in which more than 20 boys are
a ove the 6th class, is entitled to rank as a town school. Some
of the existing village schools fulfil these conditions, but have not

been raised to the higher grade, because a new system of classifica-
an "En^^h introduce d- To both' town and village schools

d J atJhS ’ “ PP ° ned °" Sraminaid

“In future, vernacular schools will be distinguished as primary

Their future classification
ss primary and middle class
schools

j and middle class. The former will
contain four classes, and the latter six.
The scheme of studies in middle class

vernacular schools will not differ mate-

rially from that hitherto in use, but the arrangement of classes will

374 EDUCATIONAL MACHINERY OR SCHOOLS-LOWER SCHOOLS

correspond closely with that of middle class zillah schools. A uni-
form system of examination, by which the progress of every boy will
tested at certain points in school career, will stimulate the
exertions of both pupils and teachers, and will afford a clear and
certain indication of the annual progress that is made. Where
there is any demand for higher education in the vernacular, upper
class schools will be established. 11

Government Village Schools

“There were at the close of the year 1,087 village schools.
Statistics of ithe village containing 43,080 boys. They were
Sc °°' s maintained at a cost of Rs. 1.66,088-5-3.

P Sid ‘ h ' imperial

s. 1,40,605-2-10 from the one per cent, cess, and Rs. 9,479-3-8
rom other sources. Rs. 4,593 were collected as fees. There has
been on the whole a reduction of 41 village schools, and the
number of boys borne on the rolls is less by 406 than at the com-
mencement of the year. The fees have increased by Rs. 266, and

year t0tal ^ ° f ^ SCh °° ls is more b y Rs - 842 than in the previous

That considerable progress has been made during the year may

Percentage of pupils in be inferred from the fact that the number
each class of village schools of boys in the five upper classes has risen

from 5,497 to 6,475. The following
table shows the percentage m each class at the close of 1869-70
and 1870-71, respectively: —

Percentage of
scholars at the
close of

1 st

2 nd

3rd

4 th

5 th

6 th

7 th

8 th

Pupils

reading

English

only

1869-70

*005

•06

2*8

8-9

16*8

19*4

5i*i

.02

1870-71

•004

■12

i‘3

3*9

9-6

17*18

19*19

48*5

•02

Mr. Cooke, who saw the schools for the first time, found that.
Progress of study in village in both town and village schools, but
, S ? 001S m °re specially in the latter, few boys

could work out a sum with any neatness or method; that in history
the facts related in the text-books were known, but no oral explana-

SELECTIONS FROM EDUCATIONAL RECORDS

375

tions had been given in addition; and that in geography also the
teaching was weak. Of the existence of the faults above-mentioned
there can be no doubt, and I have myself indeed brought them
prominently to notice on former occasions. When, however we
compare the present condition of these schools with their state
twelve years ago, when they had been recently established and I
saw them first, the progress already made is certainly remarkable
Histones and geographies and text-books of every kind were learnt
y rote without a thought as to the meaning, and the boys were
.generally quite incapable of reading a book they had not seen
before or even their own text-book which they knew by heart
unless furnished with some clue as to the first few words. Instead
of coming eagerly from neighbouring villages to the Inspector’s
examination, the boys were, in some cases, secreted by their mothers
-on my approach, under the impression that the school was an
ingenious device to obtain possession of their persons, and that the
Government would send them to Calcutta for some sinister, though
.unknown, purpose. ^

“Mr. Alexander brings to notice that it is now a common thing

In many distri; s of he m ^ny of the districts of his circle for
Lahore Circle the people offer the people of a village to offer to nav

half salary o£ a 4^ in orde W

secure the establishment of a school. He

-in t u • re ported last year the case of a village

he Lahc * e Dlstnct > where a school on the Government system

“Tt en , tirdy by fhe P e °P ,e ^mselves. During hif la”

tour m the Gurdaspur District, the lambardars of a village where
the school had been reduced, informed him that they stilf retained
h teacher, and requested that their school might Ve viSS by

tha ' ,he G ~»« 21 %
gut oe adhered to and proper progress insured.

"The employment of competent District Inspectors will. I
More finds require ! -"or hope, do much to improve our village
district? cducation in some sc hooIs. The scale of salaries recent!

sanctioned is sufficiently liberal, though,

■ as ahready stated it has not yet been fully introduced in the districts
with this and other inducements I believe a superior class
of young men will offer themselves for training at 0 o ™!

schools with the view of becoming teachers. 7or the Tide Hx-
rean° n h ° P nmary educatl °n in districts where the people are
urSil/f °q"“r!d. '° aPPredaK adv “ ta ““- *■»* a-

376

EDUCATIONAL MACHINERY OR SCHOOLS— LOWER -SCHOOL

Lower Class Aided Schools >

“There were, at the close of the year, 166 aided schools of the*
lower class, containing 9,984 boys. The
General statistics average number on the rolls was 10,191,.

and the average attendance 8,168. At the end of 1869-70 there
were 167 schools, containing 9,781 boys; the average number on the
rolls was 9,872, and the average attendance 7,671. Of these schools
30 are village schools in the Dera Gazi Khan District, which receive:
a special grant equivalent to the subscriptions raised in excess of
the one per cent. cess. The other schools, with very few excep-
tions, constitute the lower departments of zillah schools, or the
branches of Zillah Anglo-vernacular Mission schools.

“There are 11 primary schools under Kotgarh Mission, which 3

, contained at the close of the year 165’

Schools at Kotgarh . , , ,

boys, and! had an average daily atten-
dance of 126. They are certainly doing useful work; but on a
recent occasion when I had an opportunity of seeing them, I found
that they had hardly made the progress that I expected/*— Paras*
102-120, Report , 1870-71.

Oudh

This province in respect of lower class schools seems to be follow-
ing the example of the Punjab and the North-West, rather than
of Bombay and the Central Provinces. And this is the more
remarkable as the late Director of Public Instruction declared with
the full approval of the Local Government and the Government
of India that his great object was to place a good elementary
school “under a well trained and fairly paid teacher within 21-
miles of every child in the province/* It is clear that this object
can never be attained under the present allotment of the expendi-
ture, and I would suggest that here also the same three questions
require attention as in the Punjab.

The following extracts from the report deserves notice:—

Vernacular Town Schools

“The schools have increased from 27 to 33, the pupils from
2,428 to 2,709, and the cost to Government has fallen.

“The average attendance is, however, not quite so good as it
should be, and is 2 per cent, less than it was last year. An attempt
must be made to improve the attendance.

SELECTIONS FROM EDUCATIONAL RECORDS 377

“The comparative progress of these schools may be thus shown: —

! 1 I ^ I I H It! ei i « I I k I , 1

is B «

3 • u

g&e s

g e B "a

l £ '§ o|

C S'” D G

HI £

t per pupil

Cost to
Total Govern-
Cost ment

Rs.

1864-65

901

. .

554

188

5,853

4 > 77 i

1865-66

1,082

839

665

79 373

8,315

7,298

1866-67

1,028

954

767

80 472

8,217

7,104

1867-68

1.324

I.ioo

843

76 461

8,716

7,358

1868-69

2,152

2,034

1,632

80 768

12,161

8,911

1869-70

2,474

2,428

l, 9 U

78 913

14,191

9,320

1870-71

2,709

2,706

2,061

76 939

15,395

9,878

“The six additional schools of this grade are all situated in
Lucknow. They are supported by the Municipality and by a grant
of one-third of their total cost from the Educational Imperial
Budget allotment.

“The usual annual examination was held in June 1870, and
scholarships were awarded to 26 pupils, at a cost of Rs. 86 per-
mensem.

“I very much desire to introduce into these schools the study
of the elements of Natural Philosophy. But at present there is
no good text-book, and before translating a text-book the permis-
sion of the author must be obtained.

Village Schools

“The usual statement is as follows:—

P. « .
3 O u

auS

O rt 0

f 2%

2 CJ

g f 1865-66 6l 2,004

•g 1 1866-67 264 7,462

CO J 1867-68 381 13,707

8) ] 1868-69 483 18,261

I 1869-70 542 21,433

!5 l 1870-71 575 23.270

JB o «

3 g O
G O rC
to ' M

os p .r 1

k a J

1,236

6,758

11,228

16,313
20,210
21,445 !

Average daily at-
tendance during
the year

0 J

^ g.

Total cost to
Imperial Fund

Rs.

L094

5,082

55294

10,570 . .

8,871

335753 • .

12,910

47,061 . .

16,13s

60,963 . .

16,562

70,543 . *

~ Ph Average A verage
3*5 cost per cost per*
^ *g School pupil

Rs. As. p. Rs.A. p.
83 o 0 4 10 4

40 0 7 1 15 11

88 9 5 3 0 1

97 6 n 2 14 I

112 7 7 3 0 3

122 11 1 3 4 7

37^ EDUCATIONAL MACHINERY OR SCHOOLS— LOWER SCHOOLS

“The schools have increased from 542 to 575, the pupils from
51,433 to 23,270, and the average attendance from 16,135 to 16,562.
The number of pupils in 1868-69 per school was 37; in 1869-70 it
was 39; and now it is 40. Attention has been paid during the
year to the proper location of schools both with regard to the popu-
lation of villages and to their situation. Lists of all villages

numbering from 1,000 to 5,000 inhabitants have been procured,
and schools situated! in small villages, where the average attendance
was below 20, have, in some cases, been removed elsewhere.

“It will not fail to be observed that the cost of each village
school has steadily increased since such schools were first establish-
ed. But the cost of each pupil is only six pence a year higher

than it was in 1867-68, and is not nearly so high as it was in 1865-
66. Now, the reason for this increased cost per school, but

diminished cost per pupil, is very apparent. When the schools
were first opened, no good masters could be obtained. Men were
appointed without certificates on wretched stipends of Rs. 5 or 6
per mensem. Thus each school was, undoubtedly, cheap enough.
But each scholar's instruction, as comparatively few boys attended
schools, was clear. It was also not good of its kind; for no depen-
dence could possibly be placed on school-masters drawing, even
with the fees, hardly more than the pay of chaprassies.

“The average cost per school is now Rs. 122, and this gives,
including the fees, a portion of which is spent on contingencies,
hardly Rs. 10 to each master. In fact it does not give so much,
for rent is also included in this item, and some village schools are
still rented. Moreover, some village schools have two masters.

“The pay drawn by village teachers may be thus tabulated:—

Village Sshool Teachers at

Rs.

Re.

9-8

6-8

5-8

3-8

1-8

| I

130

179

61 j

848

“It will thus be seen that there are 346 school-masters in
Oudh drawing less than Rs. 8 per mensem. I do not hesitate to say
that all masters in charge of schools, not being branch schools,
whose masters are frequently pupil teachers, who draw less than
Rs. 8 per mensem, are under-paid. Village education will not be
in a satisfactory state until the village school-master is well edu-
cated, and can earn as a school-master more than he can as a writ-
er or a day-labourer. At present the Educational Department
frequently. I believe, lose their best village teachers because of the

EDUCATIONAL MACHINERY OR SCHOOLS— LOWER SCHOOLS 379

small pay they receive, and those that remain hardly, so far as my
observation has extended!, care to retain their appointments. It
is true that the people of Oudh are poor. But for that reason the
Educational Department should hardly offer wages that are inade-
quate. It is not proposed to make any sweeping change; but a
wise administration of the Educational Department (will hardly
tend to reduce the average cost per school, though it should, un-
doubtedly, reduce the average cost per pupil, not by under-paying
school-masters, but by employing good men who will fill their
schools with pupils. One school costing Rs. 12 and! having 60
pupils is better than two schools costing Rs. 6 each, and haying
but 40 pupils between them.

“The pupil-teacher system tends to cheapen primary education;:
but this system is rather applicable to large schools under at least
one master of experience than to schools widely scattered, whose
masters are not very frequently inspected.

“The accompanying statement shows the relative success of
village school education in Oudh:

Year

x> 42

Number of Pupils in Classes

x> u

s 0

2 43
n ”-1 «

3 §

Tj 'tj

Percentage of
attendar ce

T 3

JJ „

— i C/J

H°

III

Total

So g Q

8 *

<ZJ ,
8

ft ■

1869-70

542 ,

i ,545

3)528

4)879

11,481

21,433

20,210

16,135

Rs.

5,164.

1870-71

575

1,897

4 >oo 5

5 ) 56 i

11,807

23,270

21,445

16,562

5)653

Lower Class Aided Schools

“The comparative progress at schools of this kind may be thus-
shown:—

Years

Schools

Pupils

I Av 3

/ attendance

I Total
cost to
Govern-
ment

| Cost to
Govern-
ment
of

educating
each
Pupi t

1869-70

1,342

M 35

Rs.

4>077

Rs. a. p.
2 15 11

1870-71

1 *

1,674 /

1,240

4 , 32 i

2 12 0

“There has been improvement. None of the schools require
particular notice/' (Paras 72-95, Report , 1870-71.)

Central Provinces

These statistics seem to correspond most nearly with the require-
ments of the despatch of 1854, and it may be hoped that in accord-

3^0 SELECTIONS FROM EDUCATIONAL RECORDS

Alice with those orders the Local Government may consider the
propriety of devoting to lower class schools the same proportion
of the imperial assignment proper as it already devotes of the total
available income. Such an appropriation, employed on the system
already in force in these Provinces of eliciting the largest practicable
local contribution to meet each imperial grant-in-aid, would no
doubt in a short time ensure a high standard of primary education.

The following extracts from the reports deserve record:—
Town and Village Schools of the Lower Class

“The following statement exhibits the statistics of primary
schools for boys for the last two years:

SCHOOLS

PUPttS

Average
DA iLy at-
tendance

Average cost of educating

EACH PUPIL

1869-70

1870-71

1870-7]

Tota 1
cost

Cost to
Govern-
ment

Total
cost 1

Cost to
Govern-
ment

Lower *1

Town V Total.
Schools J

Rs. A. P.

5,873

5,590

3,681

3667

658

425

694

4 0 10

Lower

village f Total.
Schools j

588

600

29,64-i

31,320

17,472

18,982

3 14 IO

046

3 12 2

013

Gran d Total .

647

658

35,515

36,910

21,153

22,649

4 5 10

0 11 10

4 3 2

0 11 1

A plentiful and comparatively healthy year has raised the
numbers enrolled by 1,395 and the average daily attendance by
1,496. The total average cost per head and the average cost to
Government per head have thus both slightly fallen; the former
by 2 2/3 annas, and the later by J of an anna. The town schools
of the Southern Circle are still generally superior to those of the
Northern. The attendance in the schools of the Eastern Circle
has greatly improved, being indeed higher than in the other
circles; but, as far as the instruction imparted is concerned, the two
best are but just beyond the village standard, a fact which my own
'observation leads me to believe is equally true in the Northern
Circle.

“The return of the examination of village schools will be found
below. The sub-divisions of the prescribed standards are as
follows. It should be remembered that the numbers 1, 2, 3, etc.,
do not represent the same subject of study in every standard: thus

educational machinery or schools— lower schools 381

in Standard I, 3 represents the Multiplication Table, whereas in
-Standard V, Interest and Decimals are indicated by that number:

1st Standard

2nd Standard

3rd Standard

4th Standard

5th Standard

1. The Alpha-
bet.

2. Forming
compound
letters.

3. The Multip-
lication Table 1
to 10.

1. Reading.

2. Writing
simple words.

3. Tables of
weights and
measures; in
the Multi-
plication Ta-
bles to 20,
and, in Ta-
bles of fracti-
onal parts to
2 i only.

1. Reading.

2. Writing
from dicta-
tion simple
sentences.

3. The first

[ four simple
and com-
pound rules.

4. Geography
of the Cen-
tral Provin-
ces.

5. Parts of spe-
ech.

1. Reading.

2. Writing
from dic-
tation.

| 3. Arithmetic
to Rule -of-

Three and
Vuglar Frac-
tions in-

clusive.

4. Geography
of India.

5. Parsing.

1. Reading.

2. Writing
from dicta-
tion.

3- Arithmetic
to Decimals,
1 including In-
terest.

4. Geography
of Asia.

5. Parsing.

6. History of
India, Maha-
rashtra.

General Statement showing the result of the Annual Examination of All
Village Schools in the Central Provinces

'The circular of the Chief Commissioner, in which the system
of examination shown in the table was enjoined, directs also that,
after such examinations have been held, the salaries of village
school-masters shall be revised and re-distributed according to the
success or failure of their schools. The Inspectors of the Southern
and Eastern Circles have not reported on this new application to
•cess schools of the system of payments by results, probably because
the adjustment of stipends had not been completed when their
reports were sent in. The number of changes (81), a great pro-
portion of which would probably not have been carried out but

382 SELECTIONS FROM EDUCATIONAL RECORDS

for the new system, shows how advantageous its introduction has
been. I append the table:

Teachers

Total

Promoted

Degraded

Removed

Changes

5 i

81”

(Paras. 31-34, Report , 1870-71.)

British Burmah

In British Burmah the indigenous schools which have been fully'
noticed above are really the lower class schools and the educational
department is in too early a stage for any fair deduction of policy
or intention to be formed from the statistics. The 50 aided schools
are small schools for boys and girls, chiefly in the hands of the
Missionaries.

The Berars

Here the statistics take their natural position between those of
^Rupees 75,579 Bombay and those of the Central Pro-

f „ 28,943 vinces, and the measures suggested for

adoption in the former province seem equally applicable here.
Indeed the proportion which, the imperial expenditure* proper
bears to the local expend! turef on lower class schools clearly
shows that the people do not yet do enough for themselves, and
that the further extension of elementary schools must be carried
out by gradually enhancing the fee receipts, the cess or municipal
contributions until the imperial grant proper bears a ratio to the
local contribution more nearly resembling that in the Central
Provinces. Admitting that primary schools have the first and
largest claims on imperial funds, the proportion of imperial charge
in each should not exceed one-third.

The following extract deserves record: -

“The schools are progressing in studies slowly but surely. Irr
Akola District the lowest classes of these schools multi-

plication tables (integral and fractional
are taught; and when these tables are learnt by heart, the boys begin
to learn to read and write Modi. After this, Balbodha reading,,
geography, arithmetic, etc., are taught. All the boys that are admit-
ted into the schools do not attain this last stage. Some people are

EDUCATIONAL MACHINERY OR SCHOOLS— LOWER SCHOOLS 383

quite contented after their boys are able to count numbers up to
one hundred. I heard of one person in a village having taken away
his son from the school as soon as he was able to count up to
twenty-five, because, he said, that was the highest number of cows
that his son would ever have to count. Some people take away
t eir sons from the schools after they have learnt the multiplication
tables, and are able to write names in Modi. The people have
however, now begun to appreciate learning. Now there are many
people who wish that their sons should be able to read books and
learn geography and the higher branches of arithmetic.

“In the nine lower class Hindustani schools 292 boys are taught.
Hindustani Schools The masters have begun to teach a little

of arithmetic and geography in their
schools. Candidates from the Hindustani schools at Akola (citvl
Khamgaum, and Akote appeared at the recent competitive exami-
nations. One boy from the Akola School and one from the
Khamgaum School were elected exhibitioners.

The falling off in attendance in the lower class schools (from
Oomrawuttee District 2,292 to 2,250) is owing to the exclusion

, . ^ lc sons °f the poor men, who are

!" f mamtain themselves properly, from being admitted to
the school free of any charge: to the competition kept up by
certain indigenous schools with Government schools: and to the
[^7 of agricultural and trading classes to withdraw their sons

utZ ™ r? a$ SO ° n as they are able to read and wite a

, I daiJ y av erage attendance in all the schools has

decreased from 2,460 to 2,239 for three reasons, viz., 1st, the harvest

in^the 9 VT™ of the agricultural classes are employed

monV fid fi ds: , 2nd '. th , e cele hration of a good many marriage cere-

of thT’fah i°ff P 311 ° Ver thC di3trict: and 3rd ’ the holding
of the fairs m different parts of the district, three of which continu

ed successively for about a month and a half. These causes had
the effCCt ° £ grCat irrCgularity in attend ance in most of

P ettinro e n al,y f r aking L a,m ° St 3,1 thC lower cIass ^hook are

k • g S th< " y ou ght to do. I was favorably impressed! with
their progress Most of them were supplied with books, furniture,

mapS ’ and m l examination of them has convinced me that,
pon the whole, the masters in charge of them have satisfactorily

lI T r d ! meS ' A few of ‘he lower class school-masters
ve to work under the following difficulties: bad school-houses,
the competition of indigenous school-masters and the prejudices of
125 Dir. of Arch - 25

384 SELECTIONS FROM EDUCATIONAL RECORDS

the illiterate men with regard to the teaching of grammar, geo*
graphy, history, and in fact everything except reading and writing*
The masters have coped with these difficulties well.

“The lower class schools generally acquitted themselves well at

Woon District the annual inspection. There is a decid*

ed improvement over the results of the
past year, and two of them would do well to be promoted to the
rank of middle class schools. These lower class schools are divided
into E ngl ish-M ara thi and Marathi. In the former a little of
English is taught. But care is taken that this little English should
in no way prejudice a sound! and more useful knowledge of Marathi
and arithmetic. Until lately they exclusively devoted their time
and attention to literature, and looked with ignorant contempt
upon the more useful subjects, such as arithmetic, geography, etc.
This year’s examination, however, shows that they have made a fair
beginning in the teaching of the neglected subjects. The schools
at Darwa and Nair sent up a few pupils each to contend for ex-
hibitions at the competitive examination, and, though unsuccessful,
the latter passed one of its pupils among 60 that were selected for
admission to a further examination for scholarships for proficiency
in Urdu.

“The lower class schools show a very small increase in the
number of pupils. Of the 41 lower class schools, 25 may be said
to be well attended. In the remaining 16 there is
Bassim District room for improvement. I have already proposed
the transferance of some of the masters of these
schools with the view of putting them under better management.
The difficulties of the school-masters in getting a sufficient number
of boys in the schools may be seen from the fact that almost all of
our village schools are placed in small villages, the largest of which
scarcely exceeds 1,500 in population, which is generally of the
Koonbee caste. The progress in study in these schools has been
Very satisfactory. The number of boys studying the second and
the third standard has increased from 463 to 532, and that studying
the fourth and the fifth standards has increased by 32. The require-
ments of the agricultural classes are satisfied by the third standard,
and when that is attained the masters find great difficulty in inducing
them to continue their children in school. Some of the best schools
have been teaching up to the fifth standard, but this has been done
only where the masters could afford to devote additional time to the
teaching of the higher standards. In this way the efficiency of the
other classes studying in the lower standards is not impaired, and

EDUCATIONAL MACHINERY OR SCHOOLS— LOWER SCHOOLS 385

the results of the examinations have shown that the instructions to
■devote particular attention to the teaching of the lower standards
before taking the boys to the higher ones have been well attended
to. The number of boys studying English without coming up to
standard V of the vernacular study has been almost reduced, and thus
the studies may now be said to be carried on with greater regularity
than before. The Bassim Hindustani School succeeded in passing
-one of its pupils at the competitive examination in November last
in the other two schools the want of trained masters is much felt.

“There were on an average 39-66 pupils in every lower class school
Elhchpore District receiving instruction; and seeing that there is
only one teacher in every school of this descrip-
tion, with the exception of the Devalvada and Unjangaum Schools,
I am of opinion that we cannot with justice expect more
oys in these schools. The lower class schools are doing well and
gaming popularity m the villages they are located in. The m asters
are diligent and painstaking. There is a want of assistant masters
in most of these schools in the district, owing to which they could
not enrol more boys.” (Paras. 43-47, Report, 1870-71.)

Coorg

The statistics of this small province are less notable, inasmuch as
-during the current year the Government of India has sanctioned a
scheme for a very complete system of elementary schools supported
m fair proportions by imperial funds and a local rate. This will
more than treble the present school accommodation, but its working
must be shown in future reports. 6

The following extract is, however, annexed:-

Elementary Kanarese Schools

There are 24 separate elementary or' nad-schools, but since there
is, except at the Hindustani School, a purely Kanarese class at the
central school and at the Anglo-vernacular schools at Virajapete and
Hudikere, the total number is 27, with 1,339 pupils and an average
daily attendance of 903. Of the whole number of 1,329 pupils,
1,018 are Coorgs, and amongst them 81 girls, 228 Hindus of other
castes, 19 Brahmans, 3 Musalmans, and 1 Christian. Classified

according to the occupation of their parents, 115 are the sons of

officials, 1,156 of ryots, and 56 of others.

SELECTIONS FROM EDUCATIONAL RECORDS

386

'Divided over the six talooks, the number of elementary schools
and pupils and their cost to Government are exhibited in the
following table:—

No. of

Total

Cost to

Schools

Boys

Girls

No.

Govt.

Total i

[

Rs.

27 1

1 ;

i,M9 i

1,329

3 >i 03

“The course of instruction in all these schools comprises the
following lessons:— the I, II, and III Books of Lessons, and the
Smaller Anthology which the scholars learn by heart; the four simple
and compound rules with the current weights and measures, the
usual tables of multiplication, writing from dictation, and copy-
writing, reading manuscript papers, a short geography and history
of Coorg and of India, the map of the world, and composition of
business letters.

“This course of instruction seems to please the people, and they
have no objection to their buying the necessary books which are
supplied by the Government Branch Depot.

“Having but lately examined every school, the work accomplished
during the past year indicates on the whole a satisfactory progress.
The shortcomings of some of the teachers, adverted to in my last
report, have in some instances been amended, in others they found
their solution by the resignation of the respective teachers. On
re-organizing the elementary schools since 1863, I was anxious to*
retain the services of the existing village teachers; but in doing so,
it could not be avoided to get men who were either not sufficiently
qualified for their duties, or who from long habit could not easily
find themselves into the new order of things. All the masters had to
pass an examination, but in the beginning it was not a difficult
task. As, however, new schools were established, and younger can-
didates offered themselves, the standard of their examination was-
raised, and the old teachers were requested to work up to it, and
at the periodical conferences had to give an account of their self-
improvement. Making the increase of their pay dependent on their
efforts, several teachers of independent means who disliked further
study preferred to resign their posts and to revert to their farm work-

EDUCATIONAL MACHINERY OR SCHOOLS — LOWER SCHOOLS

387

“The school-houses which are built and kept in repair by the
ryots have in some places been neglected; but a temporary transfer
of the teacher to some other locality until the needful repairs were
accomplished had a salutary effect.

“Except at the Central School no fees have been raised at any
of the other schools for reasons stated in my last report.

Aided Schools

“There are three grant-in-aid schools in this Province, the
Homan Catholic Anglo-Vernacular School and Girls’ School at
Virajapete and the German Mission School at Anandapura in
Ammatnad. The first school receives a grant of Rs. 15 per mensem,
the second Rs. 5, and the third Rs. 6. I inspected these institutions
•several times during the year.” (Paras. 23-34, Report , 1870-71.)

Girls' Schools

Such is the information given in the reports about the 14,161
boys’ schools shown in the statement. We now come to the 1,768
girls’ schools, which comprise almost all that is at present done for
female education in India.

Bengal

The ordinary girls’ schools have decreased in number, and the
attendance at them has also fallen. Nor is there any reason to hope
that the schools have improved in efficiency. One of the Inspectors
remarks:

“Female education cannot be forced. We must look to the
educated Natives to initiate all progressive measures, without whose
thorough support Government attempts will prove abortive. Such
support will be given as soon as it is the interest of the educated
classes to give it, and not till then. However, the existence of the
Zenana Education Society in Ducca, the desire springing up among
the educated! to have educated wives (the married have commenced
instructing their wives, while the unmarried, to quote the Deputy
Inspector of Dacca, 'in their selection of brides have come to consider
beauty without education defective’), the encouragement given gene-
rally to female authorship, the manifest pride a husband takes in
his wife s literary productions, these are all indications of the direc-
tion in which the dispositions of the educated classes are tending as
regards the education of their wives and daughters.”

3 88 SELECTIONS FROM EDUCATIONAL RECORDS

Bombay

In Bombay there is nothing notable about the few existing
schools; the efforts of the department seem to be mainly confined
at present, and wisely perhaps, to the attempt to train school
mistresses, and wliat has been done will be shown below under the
heading of Normal Schools.

Madras

In Madras, on the 31st March 1871, the total number of girls,
connected with the department was 10,185,* while the number at
the close of 1869-70 was 9,421.

“English was studied by 2,810; Tamil by 5,788; Telugu by 1,397;
Malayalum by 703; Kanarese by 221; Tulu by 25; and French bf
7; 229 of the schools attended by girls were aided under the ordi-
nary Salary Grant Rules, 334 worked under the Results’ System,.

4 were aided from other than Educational Funds, and 56 received
no aid.

“The figures above given do not include certain Caste Girls”
Schools maintained by the Maharajah of Vizianagram and others.
The Maharajah s schools at Madras were, however, inspected at
the request of the Committee of Management by the Superintendent
of the Female Normal School and the Deputy Inspector of Schools
for Madras, and copies of the inspection reports were furnished tn
the managers. The schools are four in number, their total cost
in 1870-71 was Rs. 5,629-12-4, and their total average attendance
268. The managers state that, in the past year, marked improve-
ment took place in the daily attendance, at the same time they
admit that there is still room for much more improvement. It has-
been arranged that the Superintendent of the Female Normal
School shall periodically inspect and report upon the schools. This
is m accordance with the plan of action originally proposed for the
Superintendent, and is calculated to link together the Normal
School and the Girls’ Schools, and to extend the sphere of the
Superintendent’s usefulness.’’ (Paras. 119-120; Report, 1870-71.)

North-Western Provinces

The number of schools is large, and owing possibly to the
difficulty m the way of inspection, the notice of them is scanty. Of

’In female schools ... „

Mixed schools . . ! ’ ' '

Lower class boys’ (village school) ’

Normal schools , • . . 792

• • • • 05

Total

10,185

EDUCATIONAL MACHINERY OR SCHOOLS— GIRLS’ SCHOOLS 389

Government schools it is said that good trained teachers are
urgently required:—

“Much work, therefore, remains for the Normal School to
accomplish. The want of suitable books is much felt, and there
appears to be no regular course of study in these schools. Many
of the girls read fairly, and know a little arithmetic, but marriage
draws them away from their studies before they have had time to
acquire much information or even gain a taste for reading. Some-
thing, however, is being done, and much more might be done if
more money were available. Good teachers cannot be obtained on
the present allowance of Rs. 4 or Rs. 5 a month, as the present
supply is very small and tlie aided subscription schools offer larger
salaries.”

The Agra Circle contains the largest number of schools, 187
with 3,465 pupils.

But of these, 2,978 are in the 7th class, and unable as yet to read
and write. The cost of instructing each pupil has been Rs. 3-9-3,
all of which is borne by the Government.

“In the Allahabad Circle the education of girls has made no
very striking advance in the last year, but the progress and state
of the schools may be considered satisfactory. There is a decrease
of two schools and an increase of 36 pupils, the total number of
schools being 87, with an aggregate of 1,554 girls; of these, 1,051
are in the lowest class; 1,022 are Hindus, and 533 Musalmanees;
888 are the children of agriculturists, 1.026 read Hindi, 44 Persian,
and the rest Urdu. The cost of each girl’s instruction is Rs. 4-5-6,
the cost to the Government Rs. 3-13-10; these figures for last
year being Rs. 3-13-11 and Rs. 3-11-4. Mrs. Graves reports favorably
on the Benares schools, though the attendance has been somewhat
irregular. All the teachers of these schools are women, four of them
having been trained in the Benares Normal School. The majority of
the girls can read and write and are acquainted with elementary
arithmetic.” ’

Aided female schools are also numerous and in the aggregate
receive a considerable grant from Government. They are under
the management of societies or of private committees, and those
seem to be most successful in which English ladies undertake the
superintendence. Each school is separately noticed, but there
is nothing specially worthy of record in the list. The Director
hopes that, as such schools cannot be regularly inspected, the mere
fact of their existence may be considered to entitle them to a
continuance of the grants.

390

SELECTIONS FROM EDUCATIONAL RECORDS

Punjab

“The number of Government female schools has been reduced
Statistics of the from 164 to 138, and the number of pupils attend-

lesSf Fema ' ing them haS faIlen from 3 > 496 lo 3,174. A few

of these schools are doing good work, but in
the majority the progress is far from satisfactory. It may be ex-
pected that those in the Lahore Circle, which now come under regu-
lar inspection, will gradually improve; but their condition will never
be really satisfactory till they are provided with regularly trained
female teachers. Out of the total number, 2376 of the girls are
Mahomedans, and 571 Hindus.”

Private Female Schools

"There are two aided female schools which it has been customary
Punjab Girls’ include in the middle class— the Punjab Girls’

cww-Pinch Schoof 6 " School and the Murree-cum-Pindi School. The
former contained at the close of the year 38
pupils, and the average number borne on the rolls was 33. The
average cost of educating each pupil was Rs. 17-5 per mensem. In
1869-70 it amounted about Rs. 20. It may be observed that since
the close of the official year the number of girls has risen to 46.
The Inspector gives a favourable report of the results of his exa-
mination. The Murree-cum-Pindi Schools contained at the close
of the year 23 pupils, and the average number on the rolls was 34.
It is attended by girls and little boys; at Murree, in the hot season,
the attendance is generally much better than at Rawal Pindi dur-
ing the cold weather. The school is well taught, and is a very
useful institution.

There are two European girls’ schools of the lower class,— the
Anarkali School and the American Presbyterian Mission or Lahore
Two schools at Christian Girls’ School. To the latter both
Lahore for Europ- Europeans and Natives are admitted. The former
ean Girls was well taught, but plain needle-work has been

neglected; the latter has made satisfactory progress during the year,
and the number of girls has increased from 22 to 35.

“There were at the close of the year 323 aided schools for native

Reduction in the
nmuber of schools

girls containing 8,523 children, of whom
5,880 were saindus, and 2,323 Mahome-

dlans. The number of schools has been

reduced by 64, and the number of girls whose names are borne on
the rolls is less by 1,065 than at the commencement of the year.
Very large reductions of schools have been made in the Jullundhur,
Kangra, and Siyalkot Districts. This was owing partly to the in-

TSDUCATIONAL MACHINERY OR SCHOOLS — GIRLS* SCHOOLS 39I

ability of the municipalities to contribute any longer to their support,
.and partly to the somewhat unsatisfactory character of the work
performed in many of them.

“There are 42 primary female schools in the city of Amritsar.
Tliey are under the supervision of Mrs. Rodgers, Lady Superinten-
Female School at dent, of the Female Normal School. The 10
.Amritsar and Lahore Urdu schools, and 6 of the 32 Hindi, are schools
reported to be in good order; but in some of the
latter little else than religious books are read, and the education
-appears to be merely nominal. When the female pupils now in the
normal schools take the place of the present masters, and not till
then, it may be expected that the condition of all the primary schools
will be really satisfactory. The primary schools at Lahore do not
appear to have made much progress.

“ Amongst the female schools under the management of district
-officers, those in the Siyalkot District are by far the best. The
schools in the Rawal Pindi and Jhelam Districts, under Bedi Khem
Female schools Singh, are believed to be simply religious schools,
in the Siyalkot, Ra- in which very little real work is done. It is desir-
arn Districts** a ^ e that some arrangements should be made for

bringing them under inspection, and for gradually
organising them, if possible, on a more efficient basis.

“Some of the female mission schools are really useful institutions;
and are much better managed than the generality of those which
Female mission have been opened under the auspices of Govern-

schools ment officers, who were for the most part unable to

make proper arrangements for their supervision
The S. P. G. female schools at Delhi are most favorably reported
on, and the Rawal Pindi and Peshawar schools promise well, though
the numbers have somewhat fallen off in the former.”

Oudh

Here the report is very full and is given in extenso to show some
of the difficulties in the way of the movement,

“As there have been some inportant changes in the management
and control of girls' schools in Oudh, it is perhaps advisable to give
a brief resume of what has been done since girls’ schools were first
opened. The Government of India, in July 1867, were pleased to
sanction a grant of s- 380 per mensem for the promotion of the
education of women in Oudh. Of this sum, Rs. 120 were to be
expended on a normal school in Lucknow, and Rs. 260 on the
education of girls. The scheme was only sanctioned experimentally

390 SELECTIONS FROM EDUCATIONAL RECORDS

Punjab

“The number of Government female schools has been reduced
Statistics of the from 164 to 138, and the number of pupils attend-

le°SchS!ls nt FCma ' ing them haS faIlen from 3 > 496 to 3,174. A few

of these schools are doing good work, but in
the majority the progress is far from satisfactory. It may be ex-
pected that those in the Lahore Circle, which now come under regu-
lar inspection, will gradually improve; but their condition will never
be really satisfactory till they are provided with regularly trained
female teachers. Out of the total number, 2*576 of the girls are
Mahomedans, and 571 Hindus.”

Private Female Schools

"There are two aided female schools which it has been customary
Punjab Girls’ to include in the middle class— the Punjab Girls’
Sm-Pinch Schoof 6 " School and the Murree-cum-Pindi School. The
former contained at the close of the year 38
pupils, and the average number borne on the rolls was 33. The
average cost of educating each pupil was Rs. 17-5 per mensem. In
1869-70 it amounted about Rs. 20. It may be observed that since
the close of the official year the number of girls has risen to 46.
The Inspector gives a favourable report of the results of his exa-
mination. The Murree-cum-Pindi Schools contained at the close
of the year 23 pupils, and the average number on the rolls was 34,
It is attended by girls and little boys; at Murree, in the hot season,
the attendance is generally much better than at Rawal Pindi dur-
ing the cold weather. The school is well taught, and is a very
useful institution.

neglected; the latter has made satisfactory progress during the year,
and the number of girls has increased from 22 to 35.

Reduction in the
nmuber of schools

“There were at the close of the year 323 aided schools for native
girls containing 8,523 children, of whom
5,880 were saindus, and 2,323 Mahome-
dans. The number of schools has been
reduced by 64, and the number of girls whose names are borne on
the rolls is less by 1,065 than at the commencement of the year.
Very large reductions of schools have been made in the Jullundhur,
Kangra, and Siyalkot Districts. This was owing partly to the in-

'EDUCATIONAL MACHINERY OR SCHOOLS — GIRLS* SCHOOLS 39 X

ability of the municipalities to contribute any longer to their support,
.and partly to the somewhat unsatisfactory character of the work
performed in many of them.

“There are 42 primary female schools in the city of Amritsar.
TThey are under the supervision of Mrs. Rodgers, Lady Superinten-

Female School at dent, of the Female Normal School. The 10
.Amritsar and Lahore Urdu schools, and 6 of the 32 Hindi, are schools
reported to be in good order; but in some of the
latter little else than religious books are read, and the education
-appears to be merely nominal. When the female pupils now in the
normal schools take the place of the present masters, and not till
then, it may be expected that the condition of all the primary schools
will be really satisfactory. The primary schools at Lahore do not
appear to have made much progress.

“’Amongst the female schools under the management of district
officers, those in the Siyalkot District are by far the best. The
schools in the Rawal Pindi and Jhelam Districts, under Bedi Khem
Female schools Singh, are believed to be simply religious schools,
in the Siyalkot, Ra- in which very little real work is done. It is desir-
arn Districts^ ^ el “ able t3iat some arrangements should be made for
bringing them under inspection, and for gradually
organising them, if possible, on a more efficient basis.

"Some of the female mission schools are really useful institutions;
and are much better managed than the generality of those which
Female mission have been opened under the auspices of Govern-

scbools ment officers, who were for the most part unable to

Oudh

Here the report is very full and is given in extenso to show some
of the difficulties in the way of the movement,

“As there have been some inportant changes in the management
and control of girls’ schools in Oudh, it is perhaps advisable to give
a brief resume of what has been done since girls’ schools were first
opened. The Government of India, in July 1867, were pleased to
sanction a grant of s* 380 per mensem for the promotion of the
education of women in Oudh. Of this sum, Rs. 120 were to be
expended on a normal school in Lucknow, and Rs. 260 on the
education of girls. The scheme was only sanctioned experimentally

3 g& SKLKCTIONS TOM EDUCATIONAL RECORDS

The late Mr. Handford, in September 1868, submitted a report on
the working of the experimental scheme* and solicited an additional
grant—

(1) for a second training school for Hindi school-mistresses,

(2) for additional girls' schoofc,

(3) for an European Inspectress.

“The Government of India, in October 1868* whilst sanctioning
the continuance of the experiment on the existing scale of establish-
ment, were of opinion that sufficient co-operation on the part of the
native community had not been obtained, so as to warrant any
increased grant. Subsequently, the grant was increased by
Rs. 235 per mensem, but no European Inspectress was appointed.

“In the last annual review of education in Oudh, the Chief Com-
missioner was pleased to concur in the opinion that none of the
women at the normal school should be sent out to teach schools,;
until there was an Inspectress. This was the state of affairs up to
last January. There was a normal school with ten pupils, six of
whom were qualified for employment, costing Rs. 120. per mensem;
there was an additional grant of Rs. 235 per mensem for the
establishment of new schools, and there was the well considered
opinion that to send out from the normal school the six trained
mistresses tq open fresh schools would be merely to invite scandal.
Accordingly it was suggested that the normal school should be
closed for a time; that the mistress should be made Inspectress off
girls' schools in Lucknow and its suburbs, and that with the savings
thus effected, amounting to Rs. 70 per mensem, additional schools
should be opened. It was also proposed to open normal school
classes for Mahomedans and for Hindus. All this was done, save
that the Hindu normal class could not be opened for want of a
trained teacher.

“The normal school at Lucknow never trained any women Taut
Mahomedans. The results of the year*s. operations are as follows:—

Schools.

Pupils

Average daily
attendance

Total cost of edu-
cating each pupil

18.69-70

1870-71 j

1869-70

1870-71

1869-70

: 1870-71

1869-70

1870-71 >

879

1,369

j 714 \

1,056

5-6-3

5-4-10

“Thus the schools have increased by thirty-one and the pupils;
have risen from 879 to 1,369, or have increased by 490. The average

EDUCATIONAL MACHINERY OB SCHQOL$~~<URL$’ SCHOOLS 393,

attendance per school is now about twenty; last year it was twenty-
three. The apparent decrease i& owing to the breaking up of the
large school at Fyzabad into two schools. The mistresses quarrelled,
and it was necessary to give them separate institutions. It might
seem from the above table, as if very great improvement had been
Schools and effected, and that the girls’ schools in Oudh were

edf butTtTs 'Sffiojlt CVery res Pect progressing. But, indeed, the edu-
to ascertain the ex- eatIon of girls in Oudh is beset with difficulties
act progress made Here not only do school-mistresses object to having

r , , , their P u P ils seen or to be seen themselves, but

many of them object to male inspection even from behind a screen.
Some say that not only must not a man be seen, but even his voice

Tha T* hCard ' Conse< l uentl y> th ere are some girls’ schools that
whose S ? en ° r examm ed even from behind a screen, and of

whose condition I can form but the faintest idea. Moreover the
girls will sometimes not come to school without a palanquin, and the

SHLoST ^ r bearm aCtU3lly ’ “ S ° me Glances, \reater than
tne amount spent on tuition.

“I may remark here that at Fyzahad, where the palanquin expen-

““*8““. ®y'our of the s.LJ are Ze
Jildren Of Government servants; about twenty-seven belong to

servanTs TshouTd’ a " d . twe "^ ix are ‘he children of private

abTet wit ,lm 11,6 mai ° ri,y » <*

mv tt'l 8 r ,T ld be T re lms « istaa »T' The refusal to allow of
SfaXT T P t' S ” ay “* h ' ar a ™ice seems

“There are six school, under the immediate management of the

f e ° f " hich d ° " w al '°» ■»

Massih mat do not P ect mem , but one that contains only light nunik
SZ*"* , h “ ™m,l y established, i/is ^.resZed!

Pupils. . WOUld aII ° W ° f my ‘nspection, since no dooli has,

1. Model School 16 been sanctioned for this school

2. Chowk * 16

3. Newazgunj ' 16

4. Patanala # 16

5. Raja.ka.

Bazar * 18

394 SELECTIONS FROM EDUCATIONAL RECORDS

“In fact, I have not sanctioned a single palanquin for any

No dooli has school newly opened, except in one instance, where
heen sanctioned for it was very clearly shown that by so doing I should
schools increase the attendance, introduce a superior class

into the school, and provide for the advanced education of branch
school girls. The report of the Lucknow Inspectress of female
schools is meagre and where it not for the kindness if the lady who
visited on several occasions the school in Lucknow that would not
tolerate my inspection, I should have but little to record.

“I must say that I grudge to spend the limited funds placed at
my disposal for the education of girls, on bearers. The people of
Lucknow lend no assistance to schools for girls, and do not in any
way co-operate with the educational department in the matter of
female education. Even the schools that are provided with dbolis
are but poorly attended, and the girls make but little progress. I
should like to see each school managed by its own local committee,
composed of the fathers of the girls sent to read. But I am inform-
ed that the idea is, under the purdah system, impracticable, and the
schools would collapse if the attempt were made.

“In his report the Deputy Inspector attempts to show that in
cities much progress in the education of girls cannot be expected.
For, in his opinion, none of the better class of Mahomedans or
Hindus will ever approve of the education of women, inasmuch as
native gentlemen think that such education tends to emancipate
Mahomedan and Hindu ladies from the seclusion they now enjoy
or suffer, and that the lower classes will not regard with favour the
education of girls, inasmuch as they do not care even for the instruc-
tion of their sons. Thus, female schools are, in his opinion, only
likely to succeed in outlying towns and villages, not in such a city
as Lucknow. To a certain extent his opinion is borne out by
facts. That is to say, it is both easier and cheaper to maintain
a school for girls in a village or town than in Lucknow.”

EDUCATIONAL MACHINERY OR SCHOOLS — GIRLS* SCHOOLS

395

Private Schools for Girls (Aided)
ided rivate Female Sch00ls The customary statement is as shown below:^

Rs. A. P. Rs A.

P. Rs.

P. Rs. A. f|

Middle Class

1 1869-70

6,508 14 3 2,430

0 158

0 4

Girls* Schools

J 1870-71

11,005 7 11 2,880 0

0 155

1 40 9 0

Lower Class

1 1869-70

291

193

5,419 10 1 2,693 9

r r

10 11 5 10

Girls* Schools

J" 1870-71 |

316

257

1 6,522 8 0 2,427 12

0 19

2769

Of these schools

five belong

to the Anglican

Church

Mission,

and eight to the American Methodist Mission, and it is said generally
that the attainments of the girls are not equal to those of the
Government pupils. There is also a Zenana Mission Agency, whose
work is thus recorded by the Lady Superintendent:—

“As it is now nearly a year since Government sanctioned a grant
of Rs. 30 per mensem in support of the very important work of
Zenana teaching in Lucknow, it may perhaps interest you to have a
brief account of this branch of education and its progress in the
city during the past year.

“When we use the term ‘Zenana teaching' you will at once
understand this to mean the education of native ladies of the upper
classes, and I believe it is now almost universally allowed, that if
India ever takes a worthy place, as a nation, among the civilised
nations of the world, it will be through the influence of her
daughters rather than her sons. In any case, it is clearly our duty
to do what we can to raise the moral and intellectual condition of
the women in India, and there is, I think at least in the present
state of native society, no more effectual way of doing this, than
the present system of daily visits from house to house. Each lady
thus learns, in her own home, the art of working and reading, sitting
and speaking, and making herself and her family happy in an intel-
ligent manner. Had I the necessary funds, I should be glad to-
employ several teachers in this way, and have no doubt there would
be plenty of work for them all.

“At the beginning of last year, we had about 30 pupils, and they,
increased every month until June, when there was a kind of panic*

-396 SELECTIONS FROM EDUCATIONAL RECORDS

and nearly all the Zenanas were dosed; and in October 1870 we
only about seven houses open. Now, in April 1871, we have 28
ouses open and upwards of 50 pupils under instruction.” (Para-
.graph 113 et seq. Report, 1870-71.)

Central Provinces

This report shows 137 schools with 4,494 pupils on the rolls, and
an average daily attendance of 2,489 pupils, educated at an annual

average cost of Rs. 4-7-1. But the account given is not favorable;
the Director writes —

The number of schools has increased by 3, and the average
attendance by 110, though the number of names registered has
fallen by 65; this decrease is due to the removal of the names of
persistent absentees from the registers. Generally the schools are
not promising, only children of the very lowest order (except in
Sambalpur) attend; a few minutes every second or third day is the
most regular attendance that can be insisted upon; marriages take
away girls who are just beginning to make progress; teachers are
secure wit t e very greatest difficulty, and a thousand obstacles
present themselves at every step.

Still more unfavorable is the state of aided girls’ schools
Lower class aided girls’ schools.- The Government grant is Rs. 30

Kamthi Female Orphanage

Fees Number Average I
- of pupils daily of pupils daily

a n tte ° da - m 3 ist atteuda-!

noe March ncc

per mensem, but through

some oversight on the part of

the Managing Committee, the

whole amount for the year has

■ n °t been drawn. The total ex-
penditure has been Rs. 2,167,
~ — more than half being for board
as a nd clothing.”

The Deputy Commissioner of U pper Godaveri District writes thus

Bhadrachalam Aided Girls’ School"

1869-70 1870-71

™^i ber v° f ,Avera § e daily [Number of Average daily
U?*? att€fldance pupils on attendance

31st March 31st March

, 22 12 * 30 ! ~ 23

of this school: — “The master is
five months’ pay in arrears from
[the town, and nothing that I
can do appears sufficient to in-
duce the people to pay up; but
even if the institution should

die, which 1 believe more than probable, it would, I think, not be
matter for much repet. The girls are for the most part menial
servants of the Rani, whose slaves they profess to be, and the lives
they are destined to lead are neither virtuous nor hopeful." (Paras
Report, 1870-71). 1 i V ’

EDUCATIONAL MACHINERY OR SCHOOLS-— GIRLS’ SCHOOLS 397

The Berars

The Director reports 27 female schools with 671 pupils, of whom
:277 are Muhammadans, costing Rs. 9,411, of which about two-thirds
are paid by the cess and municipal funds, thus reducing the annual
average charge to Government per pupil to 4 annas 4 pies.

A notice is given of the state of the schools in each district, but
there is nothing especially worthy of record. As a sample I give an
extract from the report of the Oomrawuttee District.

"Female education is gradually gaining ground, though it is not

Oomrawuttee District making a rapid progress. The

people are being familiarisedi with
, ds idea. Most of the girls attend-

ing the female schools belong to pure Berarees. As soon as girls
are betrothed in marriage, they cease attending the schools and go
to live in their step-fathers’ houses. This is a great difficulty in
the way of the progress of the female schools. No exertions are
spared in inducing the people to send their girls to the schools.
The Female Marathi School at Oom^wuttee i sthe most advanced
•of the female schools of this district. It is attended by 25 girls
and its daily average attendance is 15. The first and second classes’,
consisting of three and four girls respectively, read Marathi Fourth
and Third Books well. The girls write from dictation and can add
and write easy sums. They are well up in Oojalnee and elementary
■Grammar. A little of the geography of Asia and India is also taught
to them. There are nine girls in the third class, who can read
Marathi First Book well and write easy words from dictation. The
rest of the girls are alphabet learners, six advanced girls of this school
have been betrothed in marriage, and they have therefore left
the school. The Hindustani Female School at Oomrawuttee con-
tains 24 girls, 18 of whom attend daily. They are divided into
four classes. Four girls in the first class can read six pages of
Bagh-o-Bahar with fluency, write from dictation well, and) add
•simple sums tolerably. Seven girls in the second class learn Hin-
dustani First Book and distinguish and write alphabets. The rest
of the girls are mere tyros.” (Paras-Report, 1870-71).

In another district (Buldanah) it is reported that the Muham-
madans, who form a considerable portion of the population, have
come forward with better spirit than the Hindus.

British Burmah

There are no Government girls’ schools in this province, and the
aided schools are few* The Director reports:

398

SELECTIONS FROM EDUCATIONAL RECORDS

“The returns of aided girls’ schools are incomplete. No grant-

in-aid having been received by the
Female Schools Convent School at Moulmein, the

Superintendent declined to comply
with the request for a report upon the institution for the past year;
and the usual returns of the S.P.G. Girls' School at Rangoon were
not received in time for this report. The pupils of the Convent
School at Rangoon showed creditable progress at the last general
examination.

“In addition to the two Convent Schools, the female department
of the Rangoon Diocesan School and the Town School at Moulmein
supply the demand for middle class education. Primary education
for girls has hitherto been afforded only in the indigenous schools
conducted by lay teachers, many of which will, it is hoped, come
under the operation of the plan of payment by results.

“Hereafter, should the female department of the training school
meet with success, a permanent advance in this direction may be
looked for; but at present the obstacles to the extension of female
education among the Burmese are many. A Ladies Association for
the purpose of extending the means of education to the female
population has been recently established in Rangoon in connection
with the Society for the Propagation of the Gospel." (Paras— Report,
1870-71).

Coorg

In Coorg, we find the peculiarity common to the Madras Presi-
dency, that girls attend the elementary Government schools, although
the proportion of girls to boys, 89 to 1,249, is very small.

There are only two aided schools: one under Roman Catholic
superintendence, with 25 girls aged from 6 to 14, receiving a Gov-
ernment grant of Rs. 5 per mensem; the other under the German Mis-
sion with 16 girls, receiving a grant of Rs. 6 per mensem.

Both appear to be in a very elementary stage.

From all these extracts the following conclusions seem deducible:
(1) that only in Bombay and the Central Provinces do the statistics
of primary education at all approach the requirements to the educa-
tional code, and that even here the provision though promising is
inadequate; (2) that in the other larger provinces, and especially in
Bengal, the present application of funds is inconsistent with the code
and with the recognised) duty of the State in the matter of education;
(3) that as regards female education no real advance can be expected

EDUCATIONAL MACHINERY OR SCHOOLS GIRLS' SCHOOLS 399

until women can be trained as school-mistresses and inspectresses,
-and that if mass education is to be a reality, primary schools must be
frequented by boys and girls alike, as is already the case in those
parts of the Central Provinces where mass education has been most
successful; and lastly that it is unnecessary, and perhaps very impoli-
tic, to project further schemes for the provision of fresh funds, so
long as existing funds are not appropriated in accordance with the
clear requirements of the code. If this were done, natural growth
would supersede forcing and all its attendant evils.

325 Dir of Arch — 25

401

EDUCATIONAL MACHINERY OR SCHOOLS- MIDDLE SCHOOLS

Middle Class Schools

The next step in the educational ladder brings us to middle schools.
The statistics of them are annexed.

Comparative Statistics of Middle Class Schools in India m 1870-71*

it)

Province

Bengal

fBoys .
\ Girls .

Madras

f Boys .
t Girls .

Bombay

fBoys .
1 Girls .

N.W.

Provinces

f Boys .
\ Girls .

Punjab

f Boys .
\ Girls .

Oudh

^ Boys .
\ Girls .

C. Provinces

f Boys .
\ Girls .

Burmah

''Boys .
t. Girls .

The Berars . .

fBoys .
t Girls'.

Coorg

fBoys
1 Girls . .

Boy*

Girls

Total

(2)

Government

(3) i

Private and Aided |

0 (4)

Private and '
inspected
only (ex-
cluding in-
digenous
Schools)

(5) |

]

Total number j
of

(6) |

Total expenditure
on Government
Middle Class
Schools

(7) |

Total expenditure
on Middle Class
Aided Schools

(8)

Proportion of expenditure on Middle
Class Schools, Government and
Aided, to total expenditure on
Education during the year

Schools

ft.

Average annual cost
per pupil to

Schools

Pupils

. _ -

Average annual cost
per pupil to

Schools

Pupils

Local

Imperial

Local

Total expenditure from
Imperial and Local
Funds on education

(a)

Total expenditure from
Imperial and Local
Funds on Middle
Class Schools
i (*)

Percentage of column
b on column a

(O f

Imperial Funds

Local Funds

-a

"oS

1— i

Local Funds

Schools

Pupils

Imperial

Rs A.

Rs. A.

Rs.

217

11,931

5 it

3 5

1,320

56,847

4 12

7 9

* •

1,537

68,778

67,924

39,571

2,72,354

4,29,954

1 .of

8,09,803

25*3

. .

y 31,98,8214

4,667

9 0

3 4

433

21,335

7 8

9 13

501

26,002

42,243

15,312

1,60,715

2,10,015

1 r

4,28,285

19 *9

••

•*

5,259

4 1

10 7

5,259

21,425

54,987

J l

76,412

3-5

157

18,151

4 9

8 13

2,174

13 7

1,268

197

21,593

83,003

1,60,074

29,315

1 * f

2,72,392

io’8

••

*•

561

7 3

561

4,045

J l

4,045

*17

895

37 12

7 14

162

7,299

13 8

16 11

176

8,194

33,799

7 ,ioi

98,860

1,22,079

i r

2,61,839

13*6

> 19,39,4524

••

*•

882

23 11

46 13

882

* *

20,920

41,334

J l

62,254

3*2

8,956

12 I

3 5

3,422

12 11

19 15

136

12,378

1,08,172

j 30,002

43,547

f 68,310

1 a. f

2,50,031

24 '5

. .

+ t

. .

10,18,6404

J l

. .

3,739

7 13

3 1

1,610

10 3

11 12

5,349

29,211

1,490

16,499

18,997

l c J

76,197

17*3

r 4,37,6484

••

* *

• *

2,880

8,125

J l

11,005

2*5

3,484

17 4

10 3

749

12 7

14 9

4,233

60,121

35,630

9,335

10,958

1 r

1,16,044

22*6

t 5,13,1394

••

139

9 4

21 13

139

* *

1,200

2,820

J l

4,020

•78

129

71 10

6 4

1,127

12 II

34 I

1,256

9,242

813

14,353

38,504

1 oJ

62,912

41*4

J- 1,51,7864

••

178

10 7

37 6

178

*•

1,860

6,656

J l

8,516

5*6

3,747

18 0

0 2

3,765

67,501

588

900 |

(

900

1 0 f

69,889

25*6

. .

j- 2,78,5534

. .

108

13 9

108

1,469

l f

1,469

9*7

*_J

^ 15,0334

699

55,807

2,024

94,581

1,268

2,740

1,51,656

5,02,685

3,00,581

6,45,878

8,99,717

23,48,861

I9'3

133

7,072

" 1

133

7,072

52,330

1,13,922

••

1,66,252

1*2

699 f ;

55;8 o 7

2,157

101,653

•• J

1,268

1 2,873 ,

1,58,728 !

5,02,685

3,00,581

6,98,208

10,13,639,

1,21,14,699

25,15,113

20*7

EDUCATIONAL MACHINERY OR SCHOOLS — MIDDLE SCHOOLS 403

These statistics are illustrated as before by the annexed extracts*

The Bengal and Bombay reports do not treat separately of this
class of schools, and the Madras report, while noticing each school
in detail, does not contain anything of general interest.

Of the 14 Government schools in the North-Western Provinces,
the Director remarks—

'These schools are still upon their trial, but there appears to be
every probability that the experiment will be crowned with success.
The number of students is increasing, the instruction is improving,
they are gradually beginning to send on under-graduates to the col-
leges, and they are attracting in greater numbers the more promising
students from the Anglo-vernacular and other schools of the districts
in which they are situated. All these schools have been visited by
the Inspectors, who have, in general, been satisfied with their condi-
tion.^

There is some little ambiguity in the Director’s treatment of the
126 aided schools. It would seem that many of them are under
Missionary Societies; 76, however, are said to be under the manage-
ment of the Inspectors, and of these the Director remarks—

These schools owe their existence chiefly to the desire of
parents to qualify their sons for employment by giving them some
knowledge of English. A monthly subscription is raised by Govern-
ment officials and other inhabitants of a town or large village, and
the Government supplements the income with a grant-in-aid. I
expect to see" a considerable diminution in the number of these
schools in the present year, and I confess I shall not lament the
extinction of the worst of them. Some of them are doubtless in a
satisfactory state and are doing the work for which they were estab-
lished; some of them supply students to the zillah schools and col-
leges. But it is impossible to procure competent English teachers
for the small salaries offered in the poorer schools; and the spread
of bad English, villainously pronounced, will be the chief result of
their teachin g.”— (Paras. 53 and 146, Report , 1870-71).

Punjab

"Zillah schools of the higher class comprise, with their branches,
three departments, -the upper, middle, and lower school. The lower
department usually consists of several schools located in different
buildings, and is maintained, with a few exceptions, entirely on the
grant-in-aid system.

SELECTIONS FROM EDUCATIONAL RECORDS

404

“Before a boy is allowed to enter the middle school, he must
pass the lower school examination, by which his knowledge of read-
ing and writing the vernacular and of arithmetic to compound
division is tested. After completing the course of study for the
middle school, which extends over four years, the pupil is required
to pass the middle school examination, which embraces translation
from English into the vernacular and vice versa , grammar, arith-
metic, geography, the history of India, Urdu, and Persian. In the
upper school, where the course of study extends over three years,
the pupil is prepared for the Entrance Examination of the Calcutta
University.

“The three departments are regarded as separate schools;
students of the upper department only are shown as belonging to
schools of the higher class, and in like manner students of the
middle school only are included in schools of the middle class. It
is, as I pointed out last year, very important that this fact should
be borne in mind in any comparisons which may be madle between
Government schools of this province and aided schools or Govern-
ment schools in other parts of India.

“I was convinced that the reduction of upper schools, and the
consequent employment of better teachers in many of the middle
class schools, must produce in time a great result, especially with
regard to English instruction. I was not, however, prepared for the
very great improvement that the middle school examination has
brought to light. In 1869-70 only 68*6 per cent, of the candidates
from zillah schools obtained more than 30 per cent, out of the
maximum number of marks allowed for English, 14*3 obtained more
than 40 per cent., and only one boy more than 50 per cent. During
the year under report 80 1 per cent, of the candidates obtained
more than 30 per cent., 39*6 more than 40 per cent., and 11*9 more
than 50 per cent. A very great improvement must still take place
in most of our middle class schools before they reach the high
standard, to which I expect them to attain in the course of a few
years, but the result above recorded is certainly most encouraging.

“The schools that constitute the lower departments of the middle
class zillah schools are supported almost entirely on the grant-in-
aid system. The general progress of these schools is highly satis-
factory, and the majority are rapidly improving.

' The schools differ very much in different localities; there are
still some that are far from efficient, whilst others are really excel-
lent. It is of course essential to their success that sufficient funds
should be available to secure competent teachers. Much, however.

EDUCATIONAL MACHINERY OR SCHOOLS — MIDDLE SCHOOLS 4°5

depends on the locality where they are situated, more especially
because it is seldom expedient in schools of this class to employ
strangers; much, too, depends on the head master, and on the degree
of attention that is bestowed by himself and his assistants on the
supervision of these schools.” — ( Paras . 73 to 101, Report, 1870-71.)

PRIVATE SCHOOLS OF THE MIDDLE CLASS

“There are two European aided schools for boys,— the High
School at Lahore and the Henry Lawrence Memorial Asylum at
Murree.

“The Lahore High School has made satisfactory progress during
the year. It contained at its close 31 boys, the average number on
the rolls was 23, and the average attendance 19. The cost was
Rs. 4,820-6-3, of which Rs. 1,854-13-2 were contributed by Govern-
ment.

“The Lawrence Memorial Asylum is capable of affording accom-
modation to 150 children, but the number has been restricted for
want of funds. The institution contained at the close of the year
131 children, the number of boys and girls being nearly equal. The
general management of the Asylum was successful; but the progress
of the children in their studies was not altogether satisfactory, and
it was found necessary to remove the school-master.

Aided Schools of the middle
class for Natives.

“There were at the close of the year 32 aided schools of the

middle class for Natives containing
2,980 boys. Of these institutions, 16
are mission schools, three serve as
branches of the Government School at
Delhi, two are Anglo-vernacular schools
under Cantonment Magistrates,* eight-f-
are of similar standing with Govern-
ment town schools, and are under the management of Deputy Com-
missioners. The Ferozepur School, which was formerly a zillah
school, an adult school at Lahore, under Native management, and
the 4th Gurkha Regimental School, make up the number.

* Ferozepur
Mian Mir
fGurgaon
Dera Gazi Khan
Kasauli

“In 1869-70 the Dera Ismail Khan School was the only mission
school of this class which sent up successful students for the middle
school examination. During the year under report six boys from
Syalkot, two from Wazirabad, and two from Dera Ismail Khan
have passed. The two former schools are reported to be in very
good order.

"I reported last year that the Ferozepur School was the only
instance of a zillah school maintained entirely on the grant-in-aid

40 6

SELECTIONS FROM EDUCATIONAL RECORDS

system. A school has now been opened in the Gurdaspur District,
and the scheme in force in zillah schools has been introduced. The
propriety of giving some instruction in agriculture is under con-
sideration. This institution is maintained by subscriptions raised
by the agricultural population among themselves, and the money
really seems to have been given spontaneously.”— (Paras. 136 to 141
Report , 1870-71.)

Oudh

MIDDLE CLASS SCHOOLS

“There are still eighteen Anglo-vernacular Middle Class Schools.
Eleven of these schools are maintained entirely from the imperial
educational grant, whilst in seven schools the vernacular establish-
ment is paid from the Government allotment, and the English
departments are supported partly by the State and partly from
subscriptions according to the grant-in-aid rules.

The statistics of these schools may be thus shown: —

Cost per pupil

Total

Cost Cost to

Rs.

, A.

. A.

1864-65

L 548

972

54i

20,344

13,472

1865-66

1,907

L7I4

1,424

1,056

28,590

19,455

1866-67

2,072

1,899

1,593

1,186

25,938

17,168

1867-68

2,258

2,174

1,716

1,581

32,020

23,284

1868-69

2,164

2,149

1,775

2,043

30,510

22,348

1869-70

1,840

1,965

1,599

1,945

26,809

20,389

I870-7IJ

2,214

2,096j

1,678

2,054

25,306

19,333 ,

“In the classification of pupils, there has been improvement, all
classes save the third showing an increase. The increase in the
highest class is especially commendable, the pupils in that class
having in one year increased by nearly 30 per cent. But the number
of boys in the lowest class, 952, that is, of boys not advanced beyond
the vernacular primer, is very considerable. The Educational
Department will do all in its power to increase the number in the
higher classes, and so relatively to reduce the number in the lower
classes. But so long as the natives of Oudh are content that their
children should acquire a mere smattering of knowledge, and remove

EDUCATIONAL MACHINERY OR SCHOOLS — MIDDLE SCHOOLS

407

them from school at a very tender age, it is manifest that the lower
classes must always be overcrowded. Inspectors can only insist upon
the regular promotion of pupils, and see that they do not linger
for years in the lower classes.

“Last year it was remarked that it was not advisable to increase
this class of schools, but rather to concentrate our English teaching
at the high schools that now exist in every district. There is
always a danger lest in Anglo-vernacular Middle Class Schools a
very superficial acquaintance with English should be acquired at
the expense of a sound knowledge of the vernacular. It is
judicious, therefore, to postpone the study of English until a fair
proficiency in the vernacular has been acquired. This has been
done.

“The want of the Province is rather vernacular than English
-education, and I should prefer a greater expenditure on scholar-
ships, by which the more deserving boys at middle class schools
might attend zillah schools, rather than an increase to the English
teaching staff at middle class schools. At the same time I may
observe that I think English is commenced too soon, and I would
postpone the commencement of English until the pupils possess a
better knowledge of the vernacular than they do at present. This
may be done at very little expense by adding a sixth class to the
Anglo-vernacular town school. The pupils then in the highest class,
whilst possessing a knowledge of English equal to that which they
now acquire, may have greater attainments in the vernacular”.—
(Paragraphs 68, et seq , Report, 1870-71.)

AIDED PRIVATE SCHOOLS OF THE MIDDLE CLASS

“The statistics of these schools may be thus shown:—

Schools

Number

pupils

Average

atten-

dance

Fee

collec-

tion

Govern-

ment

grant

Total

cost

Cost to gov-
ernment of
educating
each pupil

Total l

568

424 .

Rs.

484

Rs.

4,053

Rs.

8,042

Rs. A. P.
700

“The schools are all supported by the same society from the
same funds, and, should the private expenditure on any particular
school not equal the Government grant for that school, the balance
is spent on some of the other ancillary schools, and thus the pro-
portion between private expenditure and public aid is for the most
part preserved. The cost to Government per pupil has indleed
slightly increased since 1869-70. The schools are inferior to Govern-
ment High Schools and superior to the majority of Government

408 SELECTIONS from educational RECOUPS

Middle Class Anglo-Vernacular Schools. The cost to Government
for educating each pupil at Middle Class Anglo-Vernacular Schools?
is Rs. 9-3-7, so that the managers of the Anglican Mission Schools-
should aim at reducing the cost of education to Government at
their schools to at least half this amount. This may be effected
either by increasing the attendance or diminishing the grant. Three
of these schools were visited and examined by me during the year.
A fair middle class education X found to be given, and the pupils-
generally were perhaps of average attainments. The average
attendance at all the schools is about 75 per cent, of the number
enrolled. The schools were visited by me in August”.— (Paragraph
155, Report , 1870-71).

Central Provinces

GOVERNMENT MIDDLE SCHOOLS, viz, t ZILLAH SCHOOLS AND ANGLO-
VERNACULAR TOWN SCHOOLS

“The total cost of middle schools has been Rs. 98,540, of whidte
the Government has contributed Rs. 61,990, and the people Rs.
36,550. As the total shows no change since last year’s report, and
the private contingent has decreased by Rs. 3,470, the Government’s:
share of the expenditure has been correspondingly increased. This
is due to the gradual falling off of the subscriptions in certain*
towns of the Nagpur Division and elsewhere; in some cases the
deficit has been so great as to necessitate the removal of the schools
to a town in more flourishing circumstances. Fee collections have
increased by Rs. 369, the number of boys learning English by 70,.
and the daily average attendance by 92.

From this class of school I think we have less to hope than
from any other. Such as I have seen are without exception good
vernacular schools spoiled; in almost all of the schools which I
examined I found little children had been allowed to begin English
before they could) read, write, and sum in their own vernacular
Much of this fatal folly is due to the indolence of Zillah Inspectors^
but not all; in many places the people will not send their children
except on the condition that they are allowed to begin English at
once. Moreover the English masters in Anglo-vernacular School
are a very inferior body; in many towns the aided subscriptions are
insufficient to secure the services of a really competent master; in
all the moiety from local funds and private subscriptions is so
fluctuating and uncertain that good men who would take the posts,
if the permanence of the salary were assured, cannot be induced to
join the appointments. When a casualty, such as the change in the
taxation of a municipality on the death of a liberal townsman, may

EDUCATIONAL MACHINERY OR SCHOOLS— MIDDLE SCHOOLS

409 *

any day suddenly reduce the private contribution (and of necessity
the equal grant from Government also) to a small fraction of its
original amount, it is not to be wondered that candidates will not
come forward willing to risk their fortunes on so hazardous a
chance, especially as the Berars with their numerous middle schools-
and liberal scale of pay lie between us and our principal market.
For my own part I trust that the new vernacular middle examina-
tion now under consideration by the Syndicate of the Calcutta Uni-
versity, will cause the majority of the schools of this class to revert
to the vernacular grade; a scheme might be easily developed by
which in lieu of a bad Anglo-vernacular school we might have a
first-rate vernacular school in every town. Such boys as showed airy
singular ability might be sent as exhibitioners to the nearest zillah
school, so that instead of a dozen-and-a-half of boys in every town
school learning only to read and write English (not to translate or
compose it) from a master whose isolation from all other English-
speaking Natives makes his English pronounciation and idiom one
hideous soloccism, we should have some three score well instructed
in the vernacular subjects, and half a dozen reading for university
examinations under fairly competent teachers.”— (Paragraphs 25 and.
26, Report , 1870-71.)

Of the nine aided schools there is nothing worthy of note. They
are mostly under missionary superintendence. The most flourishing
of them are the Sitabaldi Catholic School and the Kampti City
School, of which the following accounts are given:—

“This school is divided into two departments,— one for Europeans:
— and Eurasians, and

Sitabaldi Catholic School t . r , T

the other for Na-

^ ^ tives - The numbers
are divided pretty

Number of Average Number of Average equally in tile tWO

pupils on daily Fees pupils on daily Fees .

31st March attendance 31st March attendance sections, the average

— attendance in both.

Rs . Rs.

being 132. The total

cost was Rs. 6,208, of

which Government contributed Rs. 1,200. The institution is one:
of the most valuable in the Central Provinces; in discipline and order
the classes are infinitely superior to the best Government and aided
schools. The boys of the first class have been admirably taught
Arithmetic, Algebra, and Euclid; and the answering of the Eurasian
Department in all the subjects of their course was most satisfactory.

Neat maps and drawings were exhibited on the day of examination^
and some 20 boys executed part-songs very pleasingly. Altogether the*

410

SELECTIONS FROM EDUCATIONAL RECORDS

1869-70

1870-71

Number of
pupils on
31st March

Average

daily

attendance

Fees

Number of
pupils on
31st March'

Average

daily

attendance

Fees

Rs.

199

109

282

246

162

418

instruction provided is eminently suitable for the class which takes
advantage of it. The Chief Commissioner has sanctioned an addi-
tional grant of Rs. 100 per mensem from 1st April, from which date
a Latin class has been added to the school.

“The school, which at the close of the year under report has been
established exactly two years, is growing in magnitude and quality

very rapidly. It is
The City Aided School patronised by Rajah

1869-70 ,870-71 311(1 Nan3

Ahir Rao, and has

dumber of Average Number of Average the advantage of 3 .

pupils on daily Fees pupils on daily Fees °

31st March attendance 31st March' attendance first-rate Committee,

the two most active

Rs. Rs. _

members of which

199 109 282 246 162 418

_ are Messrs. Vasudeo

Ballal and Yeshwant Rao Anant Rao Udas, of the offices of the
Judicial Commissioner and Chief Commissioner, respectively. Four
hoys passed the high school scholarship examination of 1870; the
staff is competent to teach up to the Entrance Examination standard.
I do not think there is any school in the Central Provinces which
promises as well as this.”— (Paragraphs 42—44, Report , 1870-71).

British Burmah

The four middle class Government schools are at Akyab, Moul-
mein, Kyouk-Phyoo, and Prome. Similar schools have also been
established during the year at Mergui and Shewgyeen, but there is
nothing worthy of record in the report of them.

The middle class aided schools are comparatively numerous and
monopolise a large share of the imperial grant. They are mostly
under missionary agency, but there is nothing noticeable in the
remarks upon them.

The Berars

Here it appears that a school is ranked as middle or lower class
according to the attainments of its highest pupils. The section
devoted to this class of schools is, however, taken up by a long
extract from the Director’s address at the Akola general examina-
tion, which, however interesting in itself, is not quite relevant.

Coorg

ANGLO-VERNACULAR SCHOOLS

“Three of the five Anglo-vernacular schools, which are affiliated
to the Central School, are now established; the fourth will shortly

EDUCATIONAL MACHINERY OR SCHOOLS — MIDDLE SCHOOLS 4 1 *

4>e opened at Padinalknad, and) the fifth at Kodlipete, where a
house is available free of rent, as soon as funds are available for
the teacher’s pay.

“The one at Verajpete, in charge of the Coorg master, Pali-
kanda Aiyenna, proves a great success. It numbers now 124 pupils,
10 more than last year, but since 10 boys were promoted in January
to Mercara; the increase over last year’s attendance is 20. The
school is divided into two classes,-the one Kanarese, the other
English. The former numbers 57 boys and three girls under the
Coorg teacher, Aiyeppa, and is of the same character as the other
elementary Kanarese schools. The examination gave a satisfactory
result. On closing the school at Kunchalla, I transferred Aiyeppa
to Verajpete, and his predecessor, Krishnaiya, to Padinalknad at his
request, as his house is near the school.”— ( Paragraphs 16 & 17,
Report , 1870-71).

The character of the instruction given in middle schools would
be determined at once if schools were properly graded and admit-
tance to the middle school were only possible to a boy who had
passed the curriculum of the primary school. The primary school
would give a sound elementary vernacular training suitable to the
great mass of the community and leaving a boy at the age of 10
to 12. The middle school would be an Anglo-vernacular school,
giving the rudiments of English and preparing for admission to the
high school. In Bombay, the Punjab, Oudh and the Central Pro-
vinces, the Directors are aiming at this end; in Bengal the curricu a
are not so distinctively marked, while in the North-West it appears
that Persian, Arabic and English have been introduced into die
primary schools, some of which are naturally "fast rising” to a higher
status with the natural result of the “higher classes being taught at
the expense of the neglected lower ones”. Primary schools cannot
be expected to increase if they are really doing the work of middle
schools and yet the proportion in the North-West between the
school-going and the total population shows that the increase o
primary schools is the great want of the province.

As a characteristic of the contrast between the Bengal and
Bombay systems of education, it will be noUced that whereas in
Bengal there are 46 lower Governemnt schools, 217 middle a
hiVh schools in Bombay the figures are 2,384, 157 and P

lively. It can hardly be doubted that the Government system would
be sounder and more secure if its foundation were broader.

412

SELECTIONS FROM EDUCATIONAL RECORDS

High

Their statistics are annexed

Comparative Statistics of Higher

(I)

( 2 )

C 3 )

Government

Private and Aided

Province

Average annual cost

Average annual

per pupil to

cost per pupil to

■3

Schools

Pupils

Imperia

Funds

*rt

•-1

1 1 Schools

Pupils

Imperii

Funds

s ,

*«

►4

Rs. A. P.

Rs. A.P.

Rsj\.P.

f Boys

9,592

22 0 0

23 8

8,532

6 13 5

16 13

Bengal

Girls

•*

••

•*

^"Boys

3,313

30 14 7

7 13

(

8,904

12 6 8

23 6 10-

Madras

Girl 8

*•

••

138

906

55 3 2

Bombay

JBoys
t Girls

2,697

26 I 3

39 6

1 3 , 2?0

;

10 5 9

f Boys

2,478

69 12 3

12 15

2,373

14 5 8

N.W.

Provinces

\ Girls

••

f Boys

211

164 5 9

II 14

2,471

13 r 5

15 10 IX

Punjab

1 Girls

••

, **

••

Oudh

^Boys

2,139

21 6 6

5 4

••

f Girls

* *

f Boys

234

93 3 4

10 6

410

16 6 3

22 3 8:

Central
Provi nces

\ Girls

-•

••

fBoys

284

48 4 6

14 2

178

28 1 5

74 6 0-

Burmab

\ Girls

••

fBoys

198

7 9 11

••

•-

••

The Berars

\ Girls

•*

••

*•

••

fBoys

140

57 4 1

1 13

••

•*

Coorg

\ Girls

•-

••

Boys

IT 4

21.286

. .

*■

158

26,148

••

•*

Girls

138

••

Total

114

21,286

*•

159

26,286

* •

EDUCATIONAL MACHINERY OR SCHOOLS— HIGH SCHOOLS

4*3

414

SELECTIONS FROM EDUCATIONAL RECORDS

415

After dealing with the two former classes of schools, of the real
condition of which it is very difficult, except in Bombay, to get a clear
conception, it is satisfactory to come to a class of which the working
and results are tested by a comparatively uniform and quite inde-
pendent standard. The High Schools may in all provinces be rated
by the results they shew in the University Matriculation Examina-
tion. To prepare for this is their object, and as they fail or succeed
in this, so may we rate them. In this view I submit the annexed
table, which shews roughly what an under-graduate in each province
costs the country irrespective of the cost of direction, inspection, and
the leave and pension charges of those connected with him. And I
have no doubt that under the present system of provincial services
the result will receive the attention it seems to merit.

Government High Schools

Aided High Schools

(I)

(2)

<3)

(4)

(5)

(6)

(7)

(8)

(9)

(10)

(ii)

C12)

(13)

Province

No. of schools

No. of pupils

Total cost to Government

Candidates for entrance

Candidates passed

Average annual cost to
Government of successful 1
candidates j

No. of schools

No. of pupils

Total cost to Government

.’H

Candidates passed

Average cost to Govern-
ment of success ful candi-
dates

B engal

9,592

Rs.

2,11,526

610

4i3

Rs.

512

8,532

Rs.

58,333

523

230

Rs.

25?

Madras

3,3i3

1,02,420

Not

given

163

632

8,904

1,10,591

Not

shown

235

Not*

shown

Bombay

2,697

70,343

354

817

3,280

33,991

523

No t

N.W. Pro-
vinces

2,478

1,72,892

2,659

2,373

34,060

<-n

shown

695

Punjab

211

34*679

1,507

471

32,342

i,i55

Oudh

2,139

54,147

3,0 8

. .

Central Pro-
vinces

234

24,176

2,197

4 IO

6,720

Not

shown

Of course this table is only a rough estimate